scholarly journals After-School Centres for 6–9 Year Olds in Reykjavik, Iceland

2021 ◽  
Vol 28 (4) ◽  
Author(s):  
Kolbrún Þ. Pálsdóttir
Keyword(s):  
Institutional Development ◽  
After School Programs ◽  
After School ◽  
Policy Makers ◽  
School Programs ◽  
The Status ◽  
The Difference ◽  
And Control ◽  
Further Development ◽  
Out Of School

This article discusses a) the institutional development of out-of-school services for schoolaged children in Reykjavik, Iceland and b) provides some insight into how the children themselves experience the difference between after-school and school. The status of out of-school programs in the school system is weak and receives scarce attention from researchers and policy makers. In Iceland, there is no clear framework for the service and lack of policy concerning quality and control of the service. Together school and after-school centre frame children’s institutional lives in their first years in elementary school. For many children, participationin after-school centre is a positive experience which provides opportunity to play and to be with friends. Children seldom get the chance to decide what they do in school. I argue that after-school programs should be considered an integral part of the educational system and thus, further development of the professional underpinnings of such services are necessary.

scholarly journals Reframing After-School Programs as Developing Youth Interest, Identity, and Social Capital

2020 ◽  
Vol 7 (1) ◽  
pp. 19-26 ◽  
Author(s):  
Katherine D. Philp ◽  
Michele Gregoire Gill
Keyword(s):  
Identity Development ◽  
Low Income ◽  
Students Of Color ◽  
After School Programs ◽  
After School ◽  
Marginalized Youth ◽  
Policy Makers ◽  
Academic Benefits ◽  
School Programs ◽  
Equitable Outcomes

An increasing focus on academics in after-school programs overlooks the substantial potential for such spaces to support populations of students who are also most likely to disengage from traditional schooling, including low-income students of color. This misplaced focus further ignores significant disparities in the types of services offered after-school. For wealthier students, after-school programs often serve as enrichment experiences in preparation for college and career, not as extended forms of child care or schooling. All students deserve access to after-school spaces that support individual interest and identity development and link them to the social resources that can promote upward mobility. Given their non-academic benefits, we recommend that policy makers and researchers reframe their understanding of after-school programs to support more equitable outcomes for marginalized youth.

scholarly journals Design It! Design Engineering in After School Programs (2002), and Explore It! Science Investigations in Out-of-School Programs (2006)

2011 ◽  
Vol 6 (1) ◽  
pp. 131-134
Author(s):  
Phillipa Myers
Keyword(s):  
Cooperative Learning ◽  
Science Learning ◽  
Materials Design ◽  
After School Programs ◽  
After School ◽  
Design Engineering ◽  
School Programs ◽  
Science Investigations ◽  
Out Of School

Science programming can be daunting for after school educators and para-educators. These two resources insure science is fun for both youth and educators! Design It! Design Engineering in After School Programs (2002), and Explore It! Science Investigations in Out-of-School Programs (2006) encourage the love of science learning through an exploratory format that is grounded in cooperative learning. Each of the two programs contain multiple projects using readily available and affordable materials. Design It! includes project topics such as Gliders, Spinning Toys, and Trebuchets. Explore It! includes project topics such as Wiring a House, Soda Science, and Balancing Toys.

Expanding after School Program Access for Vulnerable Students: Examining the Efficacy of Federal Policy and Funding

2021 ◽  
pp. 001312452110045
Author(s):  
Susan K. Klumpner ◽  
Michael E. Woolley
Keyword(s):  
Low Income ◽  
Binary Logistic Regression ◽  
After School Programs ◽  
Lower Percentage ◽  
After School ◽  
School Program ◽  
Logistic Regression Models ◽  
School Programs ◽  
After School Program ◽  
Low Income Families

After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the types of after school programming schools offered (e.g., fee-based, 21st CCLC, and other types) using binary logistic regression models. I n a sample of schools ( n = 1,601) surveyed by the National Center on Education Statistics 2008 FRSS, we found that under-resourced schools had lower odds of having a 21st CCLC program and higher odds of having a fee-based after school program (than schools with a lower percentage of students receiving FARM). That is counter to the stated goals of the 21st CCLC program. These findings highlight the need for a re-prioritization of 21st CCLC funding such that financial assistance provided to schools to support after school programs is allocated to schools serving students from low income families and communities.

Specialized After-School Programs: Five Case Studies

2017 ◽  
pp. 37-69
Author(s):  
Melissa K. Levy ◽  
Brenda Abanavas ◽  
Gail Breslow ◽  
Gregg Croteau ◽  
Erin Harris ◽  
...  
Keyword(s):  
Case Studies ◽  
After School Programs ◽  
After School ◽  
School Programs
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