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Title
Identification of key indicators for quality in afterschool programs
Authors ; ;
SourceInternational journal for research on extended education : IJREE 2 (2014) 1, S. 20-44 ZDB
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Keywords (German)Bildungsqualität; Außerschulische Jugendbildung; Indikator; Ganztagsbetreuung; Programm; Qualität; Literaturübersicht; Empirische Untersuchung; Validität; Kalifornien; USA
sub-disciplineEmpirical Educational Research
Curriculum and Teaching / School Pedagogy
Document typeArticle (journal)
ISSN2196-3673; 2196-7423
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):Researchers are increasingly interested in the issue of school accountability. Despite this, program standards for afterschool programs are not as fully developed as in other fields. This study bridges that gap and presents the results from a study to identify 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 survey data collection at 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 are not necessary. As a result, this study argues for a checklist strategy in assessing programs to meet quality-based standards. (DIPF/Orig.)
other articles of this journalInternational journal for research on extended education : IJREE Jahr: 2014
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Date of publication19.11.2021
CitationHuang, Denise; La Torre Matrundola, Deborah; Leon, Seth: Identification of key indicators for quality in afterschool programs - In: International journal for research on extended education : IJREE 2 (2014) 1, S. 20-44 - URN: urn:nbn:de:0111-pedocs-229772 - DOI: 10.25656/01:22977
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