2. Practices to Promote
Afterschool Learning
Positive culture of learning
Meaningful learning activities
Effective adult assistance
Support for self-regulation
Positive connections to school
Support for parent engagement
in youth’s learning
Organizational practices
Access to high quality
resources for organizing
curriculum
Staff preparation and ongoing
professional development
targeted to academic
assistance
Policies and strategies that
promote consistency and
persistence in participation
Afterschool
Learning
Outcomes
Moving to Mastery
Persistence in
intellectual tasks
Ability to Self-
Regulate
Skills for Working with
Others
Attacbment and
Commitment to
School
School Practices
Challenging assignments that draw on high-quality curriculum
Instruction from a qualified, caring teacher
Continuous assessment and feedback on learning
Coordination and communication with after-school staff
External
Indicators
Grades
Attendance
Test scores
Retention
Framework Overview
3. External
Indicators
Grades
Attendance
Test scores
Retention
External Indicators
Policy makers, district and school administrators,
and many members of the community have come
to emphasize certain indicators of learning as
important to emphasize. Progress on these
indicators is linked to rewards and punishments to
schools. Afterschool programs are being asked to
report data on these indicators; some programs
are being evaluated by how well they influence
the indicators (see Dynarski et al., 2003).
A framework for afterschool learning must
consider how afterschool activities may affect
these indicators. The framework must also
recognize the critical role schools play in
promoting change on these indicators. At best,
afterschool programs play a part in—but do not
determine—individual students’ grades,
attendance, test scores, or rates of retention.
4. School Practices
Challenging assignments that draw on high-quality curriculum
Instruction from a qualified, caring teacher
Continuous assessment and feedback on learning
Coordination and communication with after-school staff
School Practices
Students who encounter challenging assignments that require them to
interpret and synthesize what they know perform better on standardized
tests than do students who are given assignments that require them only to
recall facts (Newmann, Bryk, & Nagaoka, 2001).
5. School Practices
Challenging assignments that draw on high-quality curriculum
Instruction from a qualified, caring teacher
Continuous assessment and feedback on learning
Coordination and communication with after-school staff
School Practices
Students in schools with certified teachers perform better on measures of
achievement than do students in schools with large numbers of teachers
with emergency credentials (Oakes, 2004).
Teachers’ subject matter knowledge influences the quality of their
instruction, especially their ability to respond to students’ questions
(Carlson, 1998).
Students who perceive their teachers care about them are more motivated
to learn (Darling-Hammond, 1997; Dickinson & Erb, 1997; Lee, Bryk, &
Smith, 1993).
6. School Practices
Challenging assignments that draw on high-quality curriculum
Instruction from a qualified, caring teacher
Continuous assessment and feedback on learning
Coordination and communication with after-school staff
School Practices
Teachers who engage in more frequent assessment of student learning and
provide feedback to students on how to improve produce significant
learning gains on standardized tests (Black & Wiliam, 1998; Crooks, 1988;
Fuchs & Fuchs, 1986).
7. School Practices
Challenging assignments that draw on high-quality curriculum
Instruction from a qualified, caring teacher
Continuous assessment and feedback on learning
Coordination and communication with after-school staff
School Practices
To ensure students have the opportunity to benefit from after-school
programming, school staff need to be involved in two-way communication
with after-school staff (National Research Council, 2002).
8. Afterschool
Learning
Outcomes
Mastery motivation
Persistence in
intellectual tasks
Self-Regulation
Collaborative skills
Bonding and
commitment to school
Afterschool Learning Outcomes
Importance and Links to External
Indicators:
Students who adopt mastery goals for
learning approach learning tasks as
potentially challenging and as requiring
effort to complete. Students who are more
concerned with performance-avoidance,
that is, preventing others from seeing them
fail, tend to give up more easily on difficult
tasks, especially if they are low-achieving
(Ames & Archer, 1988). Students with
mastery goals tend to persist more in the
face of difficulty on challenging intellectual
tasks (Ames & Archer, 1988).
Role of Afterschool Programs
Afterschool programs have been successful
in promoting mastery goals and in providing
youth with opportunities to persist on
authentic, challenging tasks (McLaughlin,
Irby, & Langman, 1994).
9. Afterschool
Learning
Outcomes
Mastery motivation
Persistence in
intellectual tasks
Self-Regulation
Collaborative skills
Bonding and
commitment to school
Afterschool Learning Outcomes
Importance and Links to External
Indicators
Self-regulation is the process by which
students plan for, organize, and monitor
their own learning. Higher levels of self-
regulation are associated with higher
achievement levels in school (Butler &
Winne, 1995).
Role of Afterschool Programs
Afterschool programs can improve student
self-regulation, particularly students’ skills in
planning and organizing activities and in
reflecting on significant experiences
associated with participation (Nichols &
Steffy, 1999; Youniss & Yates, 1997).
10. Afterschool
Learning
Outcomes
Mastery motivation
Persistence in
intellectual tasks
Self-Regulation
Collaborative skills
Bonding and
commitment to school
Afterschool Learning Outcomes
Importance and Links to External
Indicators
Collaborative skills are increasingly
important for both schools and the
workplace. Cooperative and collaborative
learning experiences are positively
associated with student achievement
(Slavin, 1990; Johnson, Johnson, & Stanne,
2000).
Role of Afterschool Programs
Afterschool programs can improve students’
social skills and can also reduce anti-social
behaviors (Catalano et al., 1999; Mahoney
et al., 2003; Weisman et al., in press).
11. Afterschool
Learning
Outcomes
Mastery motivation
Persistence in
intellectual tasks
Self-Regulation
Collaborative skills
Bonding and
commitment to school
Afterschool Learning Outcomes
Importance and Links to External
Indicators
Bonding to school has been cited as an
important protective factor in supporting
youth development (Cheney et al., 1997).
Students vary in their level of identification
with school and with doing well in school, a
factor that has been used to explain the
failure of some groups to do well in school
(Ogbu, 1987).
Role of Afterschool Programs
Afterschool programs can help students feel
more connected to school (Catalano et al.,
1999; Roth & Brooks-Gunn, 1999).
12. Practices to Promote
Afterschool Learning
Positive culture of learning
Meaningful learning activities
Effective adult assistance
Support for self-regulation
Positive connections to school
Support for parent engagement
in youth’s learning
Practices to Promote Afterschool Learning
• Encouraging inquiry as an attitude and approach to difficult situations
• Providing a program environment where mastery goals are rewarded
• Discouraging comparisons among participants with respect to school
performance
13. Practices to Promote
Afterschool Learning
Positive culture of learning
Meaningful learning activities
Effective adult assistance
Support for self-regulation
Positive connections to school
Support for parent engagement
in youth’s learning
Practices to Promote Afterschool Learning
• Relying on authentic intellectual activities to engage youth
• Organizing activities that connect to youth’s interests and life experiences
• Opportunities for collaboration in contexts where a diversity of expertise
is needed for success
14. Practices to Promote
Afterschool Learning
Positive culture of learning
Meaningful learning activities
Effective adult assistance
Support for self-regulation
Positive connections to school
Support for parent engagement
in youth’s learning
Practices to Promote Afterschool Learning
• Attunement to youths’ needs and interests
• Solving problems with youth rather than for them
• Providing feedback focused on how to improve
15. Practices to Promote
Afterschool Learning
Positive culture of learning
Meaningful learning activities
Effective adult assistance
Support for self-regulation
Positive connections to school
Support for parent engagement
in youth’s learning
Practices to Promote Afterschool Learning
• Help with planning for studying, organizing for intellectual tasks, and
monitoring progress toward goals
• Providing youth with experiences of regulating their own learning process
in a safe environment
• Opportunities to reflect on and revise ideas
16. Practices to Promote
Afterschool Learning
Positive culture of learning
Meaningful learning activities
Effective adult assistance
Support for self-regulation
Positive connections to school
Support for parent engagement
in youth’s learning
Practices to Promote Afterschool Learning
• Tasks align with and complement schools’ focus on students’ individual
academic needs
• Adult staff articulate the importance and value of school learning
• Adult staff help youth build bridges among the cultural worlds of school,
home, and community
17. Practices to Promote
Afterschool Learning
Positive culture of learning
Meaningful learning activities
Effective adult assistance
Support for self-regulation
Positive connections to school
Support for parent engagement
in youth’s learning
Practices to Promote Afterschool Learning
• Staff communicate regularly with parents about students’ learning
progress and needs
• Staff encourage parents to talk to teachers about their child’s learning
• Staff serve as advocates for parents in the school
18. Organizational practices
Access to high quality
resources for organizing
curriculum
Staff preparation and ongoing
professional development
targeted to academic
assistance
Policies and strategies that
promote consistency and
persistence in participation
Organizational Practices
Programs need access to high quality
educational materials that are engaging to
youth and that youth perceive as authentic,
rather than as “school-like.”
Programs can increase this access by
actively seeking such curricula through
professional networks, the Internet, and by
co-creating curricula with youth and staff.
19. Organizational practices
Access to high quality
resources for organizing
curriculum
Staff preparation and ongoing
professional development
targeted to academic
assistance
Policies and strategies that
promote consistency and
persistence in participation
Organizational Practices
Staff may need special preparation to lead
homework assistance centers, tutor youth,
or orchestrate enrichment activities. They
need to be prepared to answer students’
questions and to help students develop
strategies to regulate their own learning.
Organizations can build staff capacity by
hiring staff with teaching credentials or
experience and by equipping existing staff
with knowledge and skills from research
about effective instructional practices.
20. Organizational practices
Access to high quality
resources for organizing
curriculum
Staff preparation and ongoing
professional development
targeted to academic
assistance
Policies and strategies that
promote consistency and
persistence in participation
Organizational Practices
Policies to promote consistency and
persistence in youth participation are
necessary, because regular attendance is a
pre-condition for effectiveness.
Organizations can establish norms for
participation among youth, procedures for
follow-up when youth are absent, and strive
to provide a variety of programming options
to youth to motivate attendance.
21. Rhythm is Essential
CONCENTRATINGEXPLORING CONNECTING
Academic
enrichment
activities
Field trips
Service learning
Homework
Tutoring
Group projects
Playing sports
Free choice
activities
Talking with
friends
Talking with
adults
Notas del editor
Research cited on this slide: Dynarski, M., Moore, M., Mullens, J., Gleason, P., James-Burdumy, S., Rosenberg, L., et al. (2003). When schools stay open late: The national evaluation of the 21st Century Community Learning Centers Program: Year 1 report. Princeton, NJ: Mathematica Policy Research, Inc.
Research references on this page: Newmann, F. M., Bryk, A. S., & Nagaoka, J. K. (2001). Authentic intellectual work and standardized tests: conflict or coexistence? Chicago, IL: Consortium on Chicago School Research.
Research references on this page: Oakes, J. (2004, June). Social policy and diversity: Inequality, stratification, and the struggle for just schooling. Paper presented at the International Conference of the Learning Sciences, Santa Monica, CA. Carlsen, W. S. (1988). The effects of science teacher subject-matter knowledge on teacher questioning and classroom discourse. Unpublished doctoral thesis . Dickinson, T. S., & Erb, T. O. (Eds.). (1997). We gain more than we give: Teaming in middle schools . Columbus, OH: National Middle School Association. Lee, V. E., Bryk, A. S., & Smith, J. B. (1993). The organization of effective secondary schools. Review of Research in Education, 19 , 171-267.
Research references on this page: Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5 (1), 7-74. Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58 (4), 438-481. Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53 (3), 199-208.
Research references on this page: National Research Council. (2002). Community programs to promote youth development . Washington, D.C.: National Academy Press.
Research cited on this slide: Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80 (3), 260-267. McLaughlin, M. W., Irby, M. I., & Langman, J. (1994). Urban sanctuaries: Neighborhood organizations in the lives and futures of inner-city youth . San Francisco: Jossey-Bass.
Research cited on this slide: Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65 , 245-281. Nichols, J. D., & Steffy, B. E. (1999). An evaluation of success in an alternative learning programme: Motivational impact versus completion rate. Educational Review, 51 (3), 207-219. Youniss, J., & Yates, M. (1997). Community service and social responsibility in youth . Chicago, IL: University of Chicago Press.
Research cited on this slide: Slavin, R. E. (1990). Cooperative learnig: Theory, research, and practice . Englewood Cliffs, NJ: Pretice Hall. Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis .Unpublished manuscript, Minneapolis, MN. Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., & Hawkins, J. D. (1999). Positive youth development in the United States: Research findings on evaluations of positive youth development programs . Seattle, Washington: Social Development Research Group, University of Washington School of Social Work. Mahoney, J. L., Dirks, M. A., & Lord, H. (2003, April). Patterns of after-school care and the development of competence among disadvantaged children. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Tampa, FL. Weisman, S. A., Soule, D. A., Gottfredson, D. C., Lu, S., Kellstrom, M. A., Womer, S. C., et al. (in press). After-school programs, anti-social behavior, and positive youth development: An exploration of the relationship between program implementation and changes in youth behavior. In J. L. Mahoney, J. S. Eccles & R. W. Larson (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school, and community programs . Mahwah, NJ: Erlbaum.
Research cited on this slide: Cheney, D. A., Abbott, R. D., Hawkins, J. D., Catalano, R. F., Neel, R. S., & Peterson, P. (1997). The influence of the family, peer and school bond on school success and failure of middle school students. Seattle, WA: Social Development Research Group. Ogbu, J. (1987) Variability in minority student performance: a problem in search of an explanation. Anthropology and Education Quarterly, 18, 312-334 Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., & Hawkins, J. D. (1999). Positive youth development in the United States: Research findings on evaluations of positive youth development programs . Seattle, Washington: Social Development Research Group, University of Washington School of Social Work. Roth, J., & Brooks-Gunn, J. (1999). How research on adolescence can inform youth development programs in the twenty-first century . New York: Teachers College, Columbia University.
Research links to support the need for a positive culture of learning: Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79 (4), 474-482. Griswold, E., & Urdan, T. C. (2001). Achievement goals and classroom motivation: Differences in personal motivational variables. Paper presented at AERA, Seattle, WA. Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A school-wide approach. Educational Psychologist, 26 , 399-427.
Research links to support the need for authentic learning activities: Hmelo, C. E. (1995). Problem-based learning: Development of knowledge and reasoning strategies. Paper presented at the Seventeenth Annual Conference of the Cognitive Science Society, Philadelphia, PA. Lave, J., Murtaugh, M., & de la Rocha, O. (1984). The dialectic of arithmetic in grocery shopping. In B. Rogoff & J. Lave (Eds.), Everyday cognition (pp. 67-94). Cambridge, MA: Harvard University Press. National Research Council. (1999). How people learn: Brain, mind, experience . Washington, DC: National Academy Press. Resnick, L. B. (1987). Education and learning to think . Washington, DC: National Academies Press.
Research links to support the need for effective adult assistance: Black, P., & Harrison, C. (2001). Feedback in questioning and marking: The science teacher's role in formative assessment. School Science Review, 82 (301), 55-61. Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology Special Issue: Reasoning Processes, 10 (Spec Issue), S33-S49 Additional Info United Kingdom John Wiley & Sons http //www interscience wiley com/jpages/0888-4080/. Kluger, A. N., & deNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119 (2), 254-284. Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/teacher relations and attitudes toward Mathematics before and after the transition to junior high school. Child Development, 60 , 981-992. Noblit, G. W., Rogers, D. L., & McCadden, B. M. (1995). In the meantime: The possibilities of caring. Phi Delta Kappan. 76, 680-685.
Research links to support the need for self-regulation: Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction (pp. 361-392). Hillsdale, NJ: Erlbaum. Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65 , 245-281. Hattie, J., Biggs, H., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66 (2), 99-136. Mandinach, E. B. (1987). Computer learning environments and the study of individual differences in self-regulation . Unpublished manuscript, Paper presented at the Annual Meeting of the American Educational Research Association. Washington, DC.
Research links to support the need for positive connections to school: Cooper, C. R., Denner, J., & Lopez, E. M. (1999). Cultural brokers: Helping Latino children on pathways toward success. The Future of Children, 9 , 51-57. National Research Council. (2002). Community programs to promote youth development . Washington, D.C.: National Academy Press.
Research links to support the need to engage parents in youth’s learning: Epstein, J. L. (1991). Effects on student achievement of teachers' practices of parent involvement. Advances in Reading/Language Research, 5 , 261-276. Henderson, A. T. (1987). The evidence continues to grow: Parent involvement improves student achievement. Columbia, MD: National Committee for Citizens in Education.
