Drawing on personal experiences with homeless urban children living in shelters, discusses liberatory science education (focusing on an after-school science program) and describes dilemmas inherent in such work, considering how an understanding of the complexity of the relationship between margin and center is necessary in moving toward liberatory…

Discusses a proposed study of the types of friendships and quality of friendships that exist among older children (ages 6 to 12) in after-school programs and the role of these programs in facilitating friendships. (JPB)

Out-of-school educational settings and activities should involve varied learning modes deviating from the narrow skills and tasks of schooling. As a Los Angeles after-school program shows, students learn better when instruction builds on what they already know, helps them express their ideas, and develops activities related to their interests.…

After-school tutoring sessions focused on developing long-term skills can help at-risk students become independent, successful learners. Strategic tutoring teaches students strategies for learning and performing while receiving help with class assignments. There are four instructional stages: assessing students' strategies and constructing,…

The Lawrence (Kansas) Public School District has a federally funded, three-site 21st Century Community Learning Center (including two elementary schools and one junior high school.) that offers academic, cultural, social, and recreational activities during after-school hours. Staff receives training aligned with students' diverse needs and…

An after-school program for Hispanic American parents and their elementary students teaches them publishing together and helps parents acquire computer skills. The project evolved into a community-based learning community involving families, educators, and community members. Describes the computer learning and publishing activities, summarizes…

Discusses the realities of urban schools, reviewing school reform as an instrument for change, highlighting a public urban district and its approach to addressing equity issues, and examining the literature relevant to after-school programming as a viable urban reform initiative. Concludes with suggestions regarding desegregation remedies and…

California 4-H, a program of the University of California Division of Agriculture and Natural Resources, delivers a rich mix of educational activities during, before, and after school that go beyond the traditional focus on agriculture. Programs include a study of adolescent career choices, a homework club, several science education programs,…

Analyzes the growing demand for out-of-school programs and activities for children with attention to program approaches, delivery systems, and problems. Provides recommendations for new public investments, community-level planning, and increased knowledge through research. (Contains 66 references.) (SLD)

Describes various organizations that offer programs and services for youth in their early teens. Explains the philosophy of positive youth development that is an emerging theme in this long-standing but newly self-conscious field. Reviews principles of best practice and key implementation challenges. (SLD)

Profiles programs of two youth centers that are successfully bridging cultural differences through the development of cultural competence. Both centers acknowledge that actualizing cross-cultural competency means providing a way for their ethnic groups to interact with the larger population without losing their cultural heritage. Programs include…

Considers solutions that families often use to meet their needs for after-school care: self-care and after-school programs. Describes: (1) the incidence of these care arrangements; (2) familial, child, and community factors related to their use; and (3) the conditions under which these arrangements either support or undermine child development.…

Examines after-school programs, focusing on those serving low-income children. Provides a brief history and current profile of this field of services, discusses major tensions in and challenges facing the field, and offers recommendations. Advocates keeping expectations of after-school programs for low-income children commensurate with both their…

Suggests that arts education is crucial for marginalized students, especially those living in rural poverty, and discusses issues facing rural students and their similarities to urban problems. Examines the potential of arts education to address these concerns, especially the power of arts organizations to build community, citizenship, and…

Today's after-school programs and sports are often year-round activities, and children are pressured to focus on one activity to the exclusion of others. Homework for students who attend highly competitive high schools can take three to five hours per night. Not only schools, but the whole culture is different. People listen to music through…