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After School Programs to Promote Child Adolescent by D. C.) Workshop on Opportunities to Promote Child and

By D. C.) Workshop on Opportunities to Promote Child and Adolescent Development during the After-School Hours (1999 : Washington

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No matter how useful it may seem, if the children are not engaged, the staff is encouraged to stop the activity. The children may, for example, be preoccupied with what happened in the regular school day and need to talk about that instead. Great value is placed on informal communication with the regular teaching staff. The program finds that memos and formal meetings cannot define the relationship between LA’s BEST staff and the teachers. Much value is also placed on serendipitous idea sharing in the parking lot, down the hall—wherever the staff can find the teachers and ways to involve them.

Directs the evaluation of after-school programs under the auspices of the After-School Corporation, a program intermediary established by the Open Society Institute in collaboration with other public and private funders. Reisner also serves as an adviser to the evaluation of the after-school YouthPlaces initiative of the Baltimore Safe and Sound Campaign. Warren and Reisner identified the following challenges faced by evaluators in evaluating after-school programs. Goals and Outcomes Warren explained that evaluators must develop a tight and logical evaluation design that is based on the program’s goals and outcomes, otherwise the design is meaningless.

National Governors Association 2000 Expand Learning: Make Every Minute Meaningful. Extra Learning Opportunities in the States: Results of a 1999 Survey. Washington, DC: National Governors Association. National Research Council and Institute of Medicine 1999a Adolescent Development and the Biology of Puberty: Summary of a Workshop on New Research. D. Kipke, ed. Board on Children, Youth, and Families. Washington, DC: National Academy Press. 1999b Risks and Opportunities: Synthesis of Studies on Adolescence.

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