Volume VII, Number 2, Spring 2001

Issue Topic: Out-of-School Time Issue #2

New & Noteworthy

Belle, Deborah. (1999). The After-School Lives of Children: Alone and with Others While Parents Work. Mahwah, NJ: Lawrence Erlbaum Associates.
Belle conducted a four-year longitudinal study of families in the Boston area who had children in after school arrangements. Her book describes types of supervision, stressful challenges to parents, children’s social relationships and supports, and offers advice to parents and policy makers.

Seligson, Michelle. Bringing Yourself to Work: Caregiving in After-School Environments
This is a new training model for after school program staff that places emphasis on the importance of self-awareness among caregivers. The project components are currently being developed and include a book, a staff training program and a training manual that will be available to after school programs across the country. Bringing Yourself to Work builds on insights from several disciplines, including organizational behavior, youth development and relational/cultural theory, as well as research on the increasingly popular field of “emotional intelligence.”

Danish, Stephen J., and Thomas P. Guillotta, eds. (2000). Developing Competent Youth and Strong Communities Through After-School Programming. Washington, DC: CWLA Press.
This compilation of essays covers topics such as the strengths and weaknesses of sports programming, the development of programs for girls, the role of arts in youth development, and the use of festivals to develop healthy youth and strong neighborhoods. An examination of the elements of social competency and community characteristics that significantly contribute to the positive development of youth is also included.

Eccles, Jacquelynne, and Jennifer Appleton Gootman, eds. (2001, forthcoming) Beyond the Front Stoop. Committee on Community-Level Programs for Youth.
This book discusses the features of programs that contribute to a successful transition from adolescence to adulthood. It examines what is known about the current landscape of youth development programs for America’s youth, and how these programs are meeting the diverse needs of youth. To access this publication, search for the title at www.nap.edu.

The topic of the April 2001 issue of Educational Leadership is “Beyond Class Time” and has several articles on after school programs. The journal, published by the Association for Supervision and Curriculum Development, features research on life after school, solutions to challenges faced by after school programs, and collaborations between schools and community-based organizations.

Gootman, Jennifer Appleton, ed. (2000). After-School Programs that Promote Child and Adolescent Development: Summary of a Workshop. Committee on Community-Level Programs for Youth, Board on Children, Youth, and Families, National Research Council, Institute of Medicine.
This report summarizes the presentations and discussions at the workshop, “Opportunities to Promote Child and Adolescent Development During the After-School Hours,” convened on October 21, 1999. The workshop was organized by the National Research Council and Institute of Medicine, with funding from the Packard Foundation. It brought together policymakers, researchers, and practitioners to examine research on the developmental needs of children and adolescents and the types of after school programs designed to promote health and development of these young people. To access this publication, search for the title at www.nap.edu/books/0309071798/html.

Homework Assistance & Out-Of-School Time: Filling the Need and Finding the Balance; Literacy: Exploring Strategies to Enhance Learning in After-School Programs. Nashville, TN: School-Age Notes and the National Institute on Out-of-School Time.
These two publications are combined in one book designed to give directors and staff of out-of-school programs information and tools needed to cope with the changing demands of out-of-school time for school-age children. Call 1-800-410-8780 for availability or visit www.afterschoolcatalog.com.

Jacobs, Francine, Kapuscik, Jennifer, with Patricia Williams and Erika Kates. Making It Count: Evaluating Family Preservation Services. Medford, MA: The Family Preservation Evaluation Project at Tufts University.
This guide explains how to conduct feasible, affordable, and ongoing evaluations of programs at the state or local level using the Five-Tiered Approach to program evaluation. To find out how order this publication go to ase.tufts.edu/epcd.

National Institute on Out-of-School Time. (2001). Fact Sheet on School Age Children’s Out-of-School Time. Wellesley, MA.
This March 2001 update to the 2000 edition provides information on the ways children spend time after school, children’s health and safety, how children benefit from high quality programs, costs of care, and support for out-of-school time programs.

Olsen, Laurie, Amy Scharf, Hedy Chang, Lisette Lopez, and Mona Shah. (2000). Realizing the Promise and Opportunity of After School Programs in a Diverse State: A Preliminary Analysis of Equity and Access Issues in California’s After School Programs. A Joint Working Paper of California Tomorrow and the Foundation Consortium.
This preliminary report presents an initial analysis and a set of preliminary recommendations for developing the policies and infrastructure needed to create after school programs for a diverse state such as California. For more information contact: California Tomorrow, 1904 Franklin Street, Suite 300, Oakland, CA 94612, 510-496-0220.

Richard, Mary MacDonald. (1991) Before and After School Programs: A Start Up and Administration Manual.
This is a policies and procedures manual with models, applications, forms, and information about starting and running a school-age care program. It includes budgets, non-profit status, job descriptions, staff and parent handbook, and staff evaluation. Order online at www.afterschoolcatalog.com.

Sylvester, Kathleen, and Kathy Reich. (2000). After-School Programs, Issues & Ideas: A Guide for Journalists and Policymakers [PDF file]. Los Altos, CA: The David and Lucile Packard Foundation.
A companion piece to The Future of Children journal issue When School Is Out (Vol. 9, No. 2, Fall/Winter 1999), this publication examines issues such as: how much schooling should take place after school, whether government should pay for after school programs and if after school programs can meet expectations.

U.S. Department of Education and National Endowment for the Arts. (2000). How the Arts Can Enhance After-School Programs. Washington, DC: Partnership for Family Involvement in Education.
This report provides a brief introduction to the role of the arts in after school programs such as the 21st Century Community Learning Centers. Included are a brief summary of recent research findings about arts and after school programs, a description of the key elements of successful programs, and some key examples that showcase partnerships between schools and community-based organizations. For more information contact the U.S. Department of Education’s Partnership for Family Involvement in Education at 1-800-872-5327 or email partner@ed.gov.

Working for Change in Education: A Handbook for Planning Advocacy. (2000). Plymouth, United Kingdom: Save the Children UK.
Non-governmental organization representatives from four continents developed the ideas for this handbook, which is a practical guide on how to advocate for education, from local through to national and international levels. The handbook offers a detailed framework for planning advocacy, alongside case studies and workshops for training or to facilitate analysis. For copies of the publication, contact: Save the Children Publications, c/o Plymbridge Distributors Ltd, Estover Road, Plymouth, PL6 7PY, United Kingdom, tel: +44 1752 202301, fax: +44 1752 202333, or email: orders@plymbridge.com.