| Description |
1 online resource (x, 355 pages) |
| Physical Medium |
polychrome |
| Description |
text file |
| Summary |
"This book examines after-school programs, exploring how - and why - young people thrive in good programs and suffer in weak ones"-- Provided by publisher |
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"This book examines after-school programs in light of their explosive growth in recent years. In the rush to mount programs, there is a danger of promoting weak ones of little value and failing to implement strong ones adequately. But what is quality and how can it be achieved? This book presents findings from an intensive study of three after-school centers that differed dramatically in quality. Drawing from 233 site visits, the authors examine how - and why - young people thrive in good programs and suffer in weak ones. The book features engaging, in-depth case studies of each of the three centers and of six youths, two from each center. Written in a highly accessible style for academics, youth workers, after-school program leaders, and policy makers, the study breaks new ground in highlighting the importance of factors such as collective mentoring, synergies among different programs and activities, and organizational culture and practices. Guidelines are included for program improvement"-- Provided by publisher |
| Bibliography |
Includes bibliographical references (pages 331-350) and index. |
| Contents |
Cover; Title; Copyright; Contents; Figure and Tables; Preface; INTRODUCTION; 1 The Quality of After-School Centers; A Theoretical Framework; Youth Background and Life Outside the Center; Youth Outcomes; The Three Circles; Programs and Activities; Youth-Staff Relationships; Center Culture; An Integrative Perspective; Center Organizational Characteristics; Understanding Quality; Getting to Know the Youth and After-School Centers; Boys & Girls Clubs and Other After-School Organizations; Outline of the Book; MIDWEST CENTER; 2 Pockets of Eexcellence; Analytical Framework; Goals. |
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Program Development and ImplementationHuman Resource Development; Application of the Analytical Framework to the Midwest Center; Goals; Program Development and Implementation; Game Room; Youth-Staff Relationships; Chess Club; Keystone and Torch Clubs; Formal Educational Programs; Programs That Were Not Supported by Midwest Leadership; Programs Run by Volunteers or Other Organizations; Human Resource Development; Staff Hiring; Training and Supervision; Learning Organization; Conclusion; 3 Pocahontas Joins the Tribe; In the Beginning; Pocahontas's Year at the After-School Center. |
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Closest Staff RelationshipActivities and Program Participation; Developmental Gains Over the Year; Pocahontas in the Midwest After-School Center: Strengths, Shortcomings, and Synergies; Strengths; Shortcomings; Synergies; Conclusion; 4 Bill: The Pros and Cons of Being One of the Guys; An Introduction to Bill; Bill's Year at the After-School Center; Check-Mate: Bill Becomes King of the Club; Fighting and Failing Grades; Keeping Bill in School; Keeping Bill from Gangbanging; Developmental Gains Over the Year; The Midwest After-School Center and Bill: Strengths, Shortcomings, and Synergies. |
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StrengthsShortcomings; Synergies; Positive, Realized Synergies; Unrealized Potential Synergies; Negative Synergies; Bill's Story: A Conclusion; 5 Putting It All Together: Midwest Center; Youth Agency; A Familial Environment and Identity Development; NORTH RIVER CENTER; 6 A Study of Oorganizational Dysfunction; Goals; Program Development and Implementation; Gym; Game Room; Keystone and Torch Club; Formal Educational Programs; Swimming; Cheerleading and Basketball; Junior Staff; Programs Run by Volunteers; Staff-Youth Relationships; Human Resource Development; Staff Hiring. |
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Training and SupervisionLearning Organization; Conclusion; 7 Undercutting Tweetie: The Trials and Tribulations of a Youth Leader; In the Beginning; Tweetie's Year at the After-School Center; Closest Staff Relationship; Activities and Program Participation; Developmental Gains Over the Year; Tweetie in the North River Center: Strengths, Shortcomings, and Synergies; Strengths; Shortcomings; Synergies; Positive Synergies; Negative Synergies; Conclusion; 8 Beyonce: A Good Friend Is Hard to Find (and Keep); In the Beginning; Beyonce's Year at the After-School Center; Peer Relationships. |
| Local Note |
eBooks on EBSCOhost All EBSCO eBooks |
| Subject |
After-school programs -- United States -- Case studies.
|
|
After-school programs. |
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United States. |
| Genre/Form |
Case studies.
|
| Subject |
Youth development -- United States -- Case studies.
|
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Student activities -- United States -- Case studies.
|
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Youth development. |
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PSYCHOLOGY -- Developmental -- General. |
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Student activities. |
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EDUCATION -- Students & Student Life. |
| Genre/Form |
Case studies.
|
| Added Author |
Deutsch, Nancy L.
|
|
DuBois, David L.
|
| Other Form: |
Print version: Hirsch, Barton Jay, 1950- After-school centers and youth development. Cambridge ; New York : Cambridge University Press, 2011 9780521191197 (DLC) 2011000636 (OCoLC)698451390 |
| ISBN |
9781139127592 (electronic book) |
|
1139127594 (electronic book) |
|
9780511994913 (electronic book) |
|
0511994915 (electronic book) |
|
9781139116930 |
|
1139116932 |
|
1283298414 |
|
9781283298414 |
|
9781139114769 |
|
113911476X |
|
9780521191197 |
|
052119119X |
|
9780521138512 |
|
0521138515 |
|
