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Tytuł pozycji:

Identification of Key Indicators of Quality in Afterschool Programs. CRESST Report 748

Tytuł:
Identification of Key Indicators of Quality in Afterschool Programs. CRESST Report 748
Autorzy:
Huang, Denise
La Torre, Deborah
Harven, Aletha
Huber, Lindsay Perez
Jiang, Lu
Leon, Seth
Oh, Christine
National Center for Research on Evaluation, Standards, and Student Testing
Temat:
Check Lists
After School Programs
Program Descriptions
Educational Quality
Academic Standards
Educational Indicators
Program Effectiveness
Educational Environment
Teaching Methods
Literature Reviews
Observation
Surveys
Benchmarking
Federal Legislation
Governance
Educational Administration
Teacher Competencies
Family Involvement
Community Involvement
Program Evaluation
Well Being
Interpersonal Relationship
Child Development
Data Analysis
Język:
English
Źródło:
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 2008.
Dostępność:
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Recenzowane naukowo:
N
Page Count:
103
Data publikacji:
2008
Sponsoring Agency:
California Policy Research Center
Typ dokumentu:
Reports - Research
Tests/Questionnaires
Laws, Policies and Program Identifiers:
No Child Left Behind Act 2001
Abstractor:
As Provided
Liczba referencji:
75
Data wpisu:
2009
Numer akcesji:
ED503811
Raport
Researchers and policymakers are increasingly interested in the issue of school accountability. Despite this, program standards for afterschool programs are not as fully developed as they are in other fields. This study bridges that gap and presents the results from a study that identifies benchmarks and indicators for high quality afterschool programs. This research employed a multi-method approach, including a synthesis of literature on afterschool programs, observations, and a survey data collection of 15 high-quality afterschool program sites. Results of the study suggest that most of the issues emphasized in the afterschool literature can be considered "core" components of a quality afterschool program. This finding was consistent across the three broad categories of program organization, program environment, and instructional features. This study also revealed that some issues emphasized in the afterschool literature should be considered extra components that can increase quality, but that are not necessary. As a result, this study argues for a checklist strategy in assessing programs in order to meet quality-based standards. With further testing, refinement, and validation from larger study samples, this checklist tool can help evaluate afterschool programs in order to not only obtain basic core standards, but also to assist in identifying and tackling weak and problematic areas. Appended are: (1) Literature Summary; (2) Observation Protocol; (3) Site Staff Survey; (4) Program Director Survey; (5) Program Descriptions; and (6) Quality Benchmark Score Sheet. (Contains 23 tables and 4 figures.)

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