Abstract
A unique observational data set was used to explore quality at the point of service in after-school programs. Staff practices in after-school settings were represented on a series of unidimensional scales closely indexed to staff behavior. In order to account for heterogeneity of staff performances, pattern-centered methods were used to construct profiles of common staff practices. Results revealed six pedagogy profiles that were classified in terms of three broad types of performances delivered by after-school staff: (1) positive youth development, (2) staff-centered, and (3) low-quality. Staff membership in these profiles was not related to youth-staff ratio. However, results revealed significant differences between the profiles on the content of the offering and the age of youth in the setting.
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Acknowledgments
This research was funded by grants from the William T. Grant Foundation and the Picower Foundation awarded to the David P. Weikart Center for Youth Program Quality. We would also like to thank the following people for their contributions to various parts of this research: Monica Jones, Linda Snedacar-Horne, Samantha Sugar, Kynisha Johnson, Joe Bertoletti, and Tom Devaney.
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Smith, C., Peck, S.C., Denault, AS. et al. Quality at the Point of Service: Profiles of Practice in After-School Settings. Am J Community Psychol 45, 358–369 (2010). https://doi.org/10.1007/s10464-010-9315-z
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DOI: https://doi.org/10.1007/s10464-010-9315-z