Out-of-school time programs provide intervention and prevention services to young people who are deemed "at-risk" with the goal of improving their social, emotional, and academic development. However, research indicates that children and youth who are most "at-risk" are less likely to participate in out-of-school time programs, and do so less…

This paper examines the evolving participation of instructors and learners in an after-school web page-design course intended to improve technology practices. Defined here as technology fluency, these practices emerge through a highly fluctuating dance among social interactions with others and with the technology. In this digital divide…

Administrators in public schools are undoubtedly familiar with their duties under federal law to serve students with disabilities in the educational program. Far fewer, however, are aware of their legal obligations to these same students in after-school athletics and extracurricular activities. Are students with disabilities entitled to…

This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This…

This article looks at the competing language ideologies that preschool children negotiate in "Mi Clase Magica" (MCM), a Spanish-English bilingual/bicultural after-school program in San Diego. It examines children's language choice in interactions with peers and adults taking place at computer and "tareas" (homework) activities.…

This article describes the Swedish initiative of municipal technology centres from a gender point of view. These centres provide after-school technology education for children aged 6-16. By means of an ethnographic study, the effects of the use of single-sex groups in increasing the interest of girls and boys in technical activities have been…

The key importance of after-school and out-of-school time in a democratic society is the experience of activities and programs providing a common ground that extends the play of childhood into leadership opportunities for youthful learning and exploration of the world. The authors hypothesize that by focusing civic attention on the developmental…

The supplemental educational services (SES) provision of No Child Left Behind introduces a federally mandated after-school tutoring intervention in schools that fail to make adequate yearly progress. This article examines market dynamics in relationship to the law's goals of expanding access to and improving the quality of after-school…

This Research Report summarizes various strategies that have been found to help struggling students succeed without having to repeat a grade. They include aligning instruction with standards, providing "early warning" assessments, multiage grouping, accelerated learning, increased professional development for teachers working with low-performing…

Teachers are coming to understand the value of using a student's interests, habits, and questions as a starting point for instruction. In this article, Skinner introduces "Teenage Addiction," a voluntary seventh-grade after-school writing/popular culture club that helped students view popular culture through a critical lens and then write about…

This report provides a descriptive overview of what students in the Chicago Public Schools (CPS) do in their out-of-school time, based on responses to a questionnaire administered to ninth, tenth, and eleventh graders. For the past 3 years, Chapin Hall has collected information from CPS high school students on their after-school and weekend…

Research on school-age children (those between the ages of 5 and 12) indicates that an estimated 4 million regularly spend time without adult supervision. There is growing evidence that quality out-of-school opportunities matter, complementing environments created by schools and families and providing important "nutrients" that deter failure and…

A TENTATIVE OUTLINE OF A 1963 PROGRAM IN THE HUMANITIES FOR ACADEMICALLY TALENTED SEVENTH-AND EIGHTH-GRADE CHILDREN TO BE HELD FOR 1 1/2 HOURS EACH SATURDAY MORNING THROUGHOUT THE SCHOOL YEAR IS PRESENTED. ONLY THE TOP ONE PERCENT OF THE STUDENTS OF THE NINE PARTICIPATING SCHOOL DISTRICTS ARE ELIGIBLE TO PARTICIPATE. PARTICIPANTS ARE TO BE…

SATURDAY MORNING SEMINARS ARE CONDUCTED BY EXPERTS RANGING FROM A CERAMIST, CARTOONIST, ANTHROPOLOGIST, HISTORIAN, AND JAZZ PIANIST TO A CHEMIST, JOURNALIST, AND CHOREOGRAPHER. IN ADDITION TO THE SEMINARS, A SERIES OF CONCERTS IS AVAILABLE TO ALL SCHOOLS DURING ASSEMBLIES. COMMUNITY RESOURCES POOL MEMBERS ARE AVAILABLE FOR LECTURES IN THE…

Argues that there is a serious lack of research on programs for day care for school-aged children. Examines the opinions of working mothers of school-aged children and the arrangements they make for after school care. (MS)