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Thursday, May 7, 2020 | History

3 edition of Review of extended-day and after-school programs and their effectiveness found in the catalog.

Review of extended-day and after-school programs and their effectiveness

Olatokunbo S. Fashola

Review of extended-day and after-school programs and their effectiveness

by Olatokunbo S. Fashola

  • 247 Want to read
  • 19 Currently reading

Published by Center for Research on the Education of Students Placed At Risk, Johns Hopkins University & Howard University, U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center in [Baltimore, MD], [Washington, DC] .
Written in English

    Subjects:
  • School facilities -- Extended use.,
  • Tutors and tutoring.

  • Edition Notes

    Other titlesReview of extended day and after-school programs and their effectiveness
    StatementOlatokunbo S. Fashola.
    SeriesCRESPAR report -- no. 24, Report (Center for Research on the Education of Students Placed at Risk) -- no. 24..
    ContributionsEducational Resources Information Center (U.S.)
    The Physical Object
    FormatMicroform
    Pagination1 v.
    ID Numbers
    Open LibraryOL17134042M

    This report identifies and reviews 34 programs that have been used as after-school programs by schools or communities, including extended-day programs and some supplemental school programs that have potential for after-school use. Five categories of programs are reviewed: (1) language arts after-school programs; (2) study skills programs; (3). Corresponding Author: PATRICIA A. LAUER is a former Principal Researcher at Mid-continent Research for Education and Learning. Currently, she is the Evaluation Director for the Rocky Mountain Center for Health Promotion and Education, West 10th Avenue, Lakewood, CO ; e-mail [email protected]. Her research interests include preservice and inservice teacher education and methods for.

    The Evolution of OST Programs. Though out-of-school time programs as we now know them (e.g., afterschool, summer school) were not fully implemented in the United States until the s and s, the roots of OST run far deeper, extending as far back as . SPPS offers students many ways to continue learning after the school day ends. One of the most popular options is the district’s Extended Day for Learning, or EDL. EDL provides a combination of academic support and learning activities for two days each week (Mondays/Wednesdays or Tuesdays/Thursdays), immediately following the school day.

    after-school programs can dramatically cut those risks. That alone would be a powerful argument in favor of after-school programs, even if it were the only one. But it is far from the only argument in their favor. In fact, it is just one of many examples of why after-school programs deserve robust national support—not just for the benefit. Extended Day Learning (EDL) EDL provides focused, alternative learning opportunities that support achievement, so that all students experience educational success and graduate to something great! EDL in Saint Paul Public Schools offers instructional programming after school for students in grades K


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Review of extended-day and after-school programs and their effectiveness by Olatokunbo S. Fashola Download PDF EPUB FB2

This report identifies and reviews 34 programs that have been used as after-school programs by schools or communities, including extended-day programs and some supplemental school programs that have potential for after-school use.

Five categories of programs are reviewed: (1) language arts after-school programs; (2) study skills programs; (3) academic programs in other curriculum areas; Cited by: REVIEW OF EXTENDED-DAY AND AFTER-SCHOOL PROGRAMS AND THEIR EFFECTIVENESS Olatokunbo S.

Fashola Johns Hopkins University Report No. 24 October Published by the Center for Research on the Education of Students Placed At Risk (CRESPAR), supported as a national research and development center by funds from the Office of Educational.

Review of extended-day and after-school programs and their effectiveness. Resource Type: Literature Review: Author(s): Description: A review of thirty-four afterschool and extended day programs and their influence on improving student outcomes and ability to be replicated in other locations.

BibTeX @INPROCEEDINGS{Fashola98reviewof, author = {Olatokunbo S. Fashola}, title = {Review of extended-day and after-school programs and their effectiveness [Report No}, booktitle = {Howard University}, year = {}}.

Get this from a library. Review of extended-day and after-school programs and their effectiveness. [Olatokunbo S Fashola; Educational Resources Information Center (U.S.)]. Review of extended-day and after-school programs and their effectiveness. Baltimore, MD: Center for Research on the Education of Students Placed At Risk, Johns Hopkins University.

The effectiveness of extended day programs: control students could not participate in the 21st Century program but were otherwise free to participate in other after-school programs. During their two year evaluation period, centers were open 3 h a day, four or five days a week, and treatment students spent an average of 81 days at the center.

In a review of extended-day and afterschool programs, Fashola () recommends that OST program developers "adopt or create well-structured programs that provide extensive training" (p. 53). As part of this process, program developers must consider which research-based strategies are best suited to their students' needs.

These three books were written with parents in mind, but the messages absolutely resonate with afterschool professionals and reinforce and support many of the strategies employed in high-quality afterschool programs: 1.

“Mind in the Making: The Seven Essential Life Skills Every Child Needs” by Ellen Galinsky. The review summarizes promising results, discusses the extent to which after-school programs have achieved their goals, describes characteristics associated with successful after-school programs.

O.S. FasholaReview of extended-day and after-school programs and their effectiveness Washington, DC: Center for Research on the Education of Students Placed At Risk () Google Scholar. Independent review of Scotland's early learning and out of school care workforces Reference list Supporting files.

Download Review of extended-day and after-school programs and their. effectiveness. Report No. Baltimore, MD: Center for Research on the Education of. The design of the program must address the need, and decisions about design should be based on the best information available about after-school programs.

Within the after-school field, there is reasonable agreement on the key ingredients required for success: interesting activities, supportive relationships, and the capacity to deliver such.

How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure. A meta-analysis of the intervention research. Journal of Educational Psychology, 92(4), Fashola, O.S. Review of extended-day and after-school programs and their effectiveness.

These stimulating games, projects, and activities can help create a well-rounded and inviting extended day program whether it be in a school setting, a day care center, or at home.

The activities are also suitable for use with Scout groups and in summer camp, family day care, and recreational s: 7. CRESPAR's "Review of Extended-Day and After-School Programs and Their Effectiveness" (Olatokunbo S. Fashola, October ) describes specific programs (and provides contact information), common program types, and curricular and instructional strategies that seem to be effective.

Review of Extended-Day and After-School Programs and Their Effectiveness. Report No. 24 [microform] / Ol The Child First Authority After-School Program [microform]: A Descriptive Evaluation. Report No. 38 / O Show Me the Evidence. Proven and Promising Programs for America's Schools [microform] / Robert E.

Slavin. How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure. A meta-analysis of the intervention research. Journal of Educational Psychology, 92(4), Fashola, O. Review of extended-day and after-school programs and their effectiveness (Report No.

24). Baltimore, MD: Center for. Review of extended-day and after-school programs and their effectiveness, Report No. Baltimore, MD: Center for Research on the Education of Students Placed At Risk, Johns Hopkins University.

Fashola, O. S., & Slavin, R. Effective dropout prevention and college attendance programs for students placed at risk. After-school programs provide hope and open youth to a wide range of possibilities.

Impact of After-School Opportunities. A recent report on California’s after-school programs found many positive impacts that resulted from the programs (Department of Education, ). ineligible for review because it is not a primary analysis of the effectiveness of an intervention, such as a meta-analysis or research literature review.

Fashola, O. S. (). Review of extended-day and after-school. programs and their effectiveness. Baltimore, MD: Center for Research on the Education of Students Placed At Risk (CRESPAR).mentoring programs and effective mentoring elements, we began with a comprehensive search of literature published between and in peer-reviewed journals, using the EBSCO database.

Our search terms were mentoring plus one of the following: extended day, after school, after-school, or afterschool. We used the term mentoring in.O. S. Fashola. Review of Extended Day and After-School Programs and Their Effectiveness. US Department of Education: Office of Educational Research and Improvement, July J.

Grant. Retention and Its Prevention: Making Informed Decisions About Individual Children. Rosemont, NJ: Modern Learning Press, ; G. Gredler.