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Direct linkNickow, Andre; Oreopoulos, Philip; Quan, Vincent – National Bureau of Economic Research, 2020
Tutoring--defined here as one-on-one or small-group instructional programming by teachers, paraprofessionals, volunteers, or parents--is one of the most versatile and potentially transformative educational tools in use today. Within the past decade, dozens of preK-12 tutoring experiments have been conducted, varying widely in their approach,…
Descriptors: Tutoring, Preschool Education, Elementary Secondary Education, Program Effectiveness
Download full textMuzzi, Cindy; Gallagher, Brenda McSparrin; Zoblotsky, Todd – Center for Research in Educational Policy (CREP), 2021
The 21st Century Community Learning Centers (21st CCLC) program, funded through the U.S. Department of Education, provides academic enrichment opportunities outside of the regular school day to help students meet state and local performance standards in core academic subjects, such as reading and math. This report summarizes the 2019-2020…
Descriptors: Program Evaluation, Program Effectiveness, After School Programs, Enrichment Activities
Peer reviewedCentone, Kayla; Dilks, Abigail; Tincani, Matt – Education and Training in Autism and Developmental Disabilities, 2019
Manding for preferred items and activities is a critical skill for young children with autism spectrum disorder (ASD). However, little research has evaluated procedures to teach children with ASD to mand with their peers. This study evaluated the effects of a teaching package involving least-to-most prompting to increase peer-directed vocal…
Descriptors: Autism, Pervasive Developmental Disorders, Verbal Operant Conditioning, Reinforcement
Haberlin, Steve; Jacobs, Jennifer; Robinson, Raven – College Teaching, 2019
In this arts-based inquiry, we studied how 50 teacher candidates at seven after-school program sites used the arts, along with traditional written reflections, to examine their teaching beliefs and represent their field experiences. Data were collected throughout the 6-week course semester and analyzed using a three-stage process of thematic…
Descriptors: Teaching Methods, Preschool Teachers, After School Programs, Art Activities
LaBrot, Zachary C.; Pasqua, Jamie L.; Dufrene, Brad A.; Brewer, Elizabeth Ann; Goff, Brian – Journal of Behavioral Education, 2016
This study tested the effects of the direct behavioral consultation in situ training procedure for increasing Head Start teachers' praise during an after-school program. Participants included four Head Start teachers in one Head Start center. A multiple baseline design across teachers was employed to test the effects of in situ training on…
Descriptors: Early Intervention, Preschool Teachers, At Risk Students, After School Programs
Popkin, Susan J.; Runes, Charmaine; Anderson, Theresa; McDaniel, Marla; Coffey, Amelia; Okoli, Adaeze; Gaddy, Marcus; Spauster, Patrick – Urban Institute, 2019
The Annie E. Casey Foundation launched Family-Centered Community Change (FCCC) in 2012 to support three local partnerships seeking to help parents and children in high-poverty neighborhoods succeed together. These partnerships, located in Buffalo, New York; Columbus, Ohio; and San Antonio, Texas, are each developing a more integrated set of…
Descriptors: Community Change, Poverty, Neighborhoods, Low Income
King, Teresa C.; Garcia, Miguel – AERA Online Paper Repository, 2016
The purpose of this study was to conduct a longitudinal examination of the relationship between sustained after-school participation and a district's Early Warning Index associated with school dropout in a large urban school district. The study included 64,351 students participating between 2000-2001 and the 2011-2012 school years. Data were…
Descriptors: After School Programs, Academic Persistence, Student Participation, Dropouts
Tanenbaum, Courtney; Cole, Susan; Autumn, Stephanie; Chavez, Suzette; Cinque, Alexa; Sowers, Jayne – Office of Planning, Evaluation and Policy Development, US Department of Education, 2018
The Native American and Alaska Native Children in School (NAM) discretionary grants program aims to reduce the persistent achievement gaps between Native American and Alaska Native (NA/AN) youth and their peers on measures of reading and English language arts (ELA) (NCES 2015) and on measures of college-readiness in reading (ACT 2017). One reason…
Descriptors: American Indian Students, Alaska Natives, Achievement Gap, American Indian Languages
