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Akiva, Thomas; Povis, Kaleen Tison; Martinez, Ani – Afterschool Matters, 2015
Afterschool continues to be promoted as a complementary setting to school for strengthening science, technology, engineering, and math (STEM) education (for example, Krishnamurthi, Bevan, Rinehart, & Coulon, 2013). This is a reasonable idea: 10.2 million children and youth in the U.S. participate in structured afterschool programs (Afterschool…
Descriptors: After School Programs, STEM Education, Educational Innovation, Technology Uses in Education
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Zhang, Ke; Hung, Jui-Long – International Journal on E-Learning, 2009
As Taiwan's full-scale e-learning initiatives moved to the seventh year in 2009, the current status and challenges of e-learning development there are yet to be fully understood. Further extending Zhang and Hung's (2006) investigation on e-learning in all universities and colleges in Taiwan, this study investigated the after-school programs (ASPs)…
Descriptors: Asian Culture, Continuing Education, After School Programs, Foreign Countries
Tully, Jill – Forum for the Discussion of New Trends in Education, 1980
By altering the school schedule, one English school has made room at the end of the day for a special activities period during which eleven to fourteen year olds participate in extracurricular activities, private study, or special elective courses. Pupils' reactions to the scheme are noted. (SJL)
Descriptors: After School Programs, Educational Innovation, Elective Courses, Extracurricular Activities
Rathgeb, Jody – Teaching Theatre, 1994
Describes the efforts of a teacher to create an after-school drama program where none existed before in a blue-collar area of Pennsylvania. Explains how an original production, "Voices from Middle School," was developed and performed through combining her after-school volunteer drama classes with an in-school poetry class. (PA)
Descriptors: After School Programs, Enrichment Activities, Instructional Innovation, Middle School Students
Foster, Michele – Phi Delta Kappan, 2004
While researchers continue to debate teacher qualifications, explore how to get more qualified teachers into urban schools serving low-income students, or try to determine whether teachers who are successful with middle-class students would also be successful with pupils in low-income urban schools, one practicable idea can easily be overlooked.…
Descriptors: Urban Schools, Urban Teaching, Income, Teacher Qualifications