Challenges and Strategies for Conducting Program-Based Research in After-School Settings
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
Findings from children and youth who participated in structured after-school interventions in four urban public housing communities are used to illustrate the complexities of conducting program-based research in after-school settings. Findings from four field investigations reveal the importance of family support, reading skills, parent involvement, and positive peers in engaging youth in services, developing academic skills and avoiding involvement in problem behavior. Challenges in conducting program-based research and lessons learned from each of the four studies are discussed in the context of social work practice and after-school programming for at-risk children and youth.
- After-School Alliance. (2008). Summary of findings from a national election eve/election night poll November 2006. Retrieved May 25, 2010, from http://www.afterschoolalliance.org/Fact_Sheet%20Nov%2006%20Poll%20Summary%2004%2008.pdf.
- Anthony, E. A., Alter, C. A., & Jenson, J. M. (2009). Development of a risk and resilience based out of school time program for children and youth. Social Work, 54, 45–55.
- Beaver, J. M. (2006). Teacher guide: Developmental reading assessment, grades K-3 (2nd ed.). Parsippany, NJ: Pearson Education, Inc.
- Beaver, J. M., & Carter, M. A. (2003). Teacher guide: Developmental reading assessment, grades 4–8 (2nd ed.). Parsippany, NJ: Pearson Education, Inc.
- Belgrave, F. Z., Chase-Vaughn, G., Gray, F., Addison, J. D., & Cherry, V. R. (2000). The effectiveness of a culture- and gender-specific intervention for increasing resiliency among African-American preadolescent females. Journal of Black Psychology, 26, 133–147. CrossRef
- Bodilly, S., & Beckett, M. K. (2005). Making out of school time matter: Evidence for an action agenda. Santa Monica, CA: RAND Corporation.
- Bowen, G. L., & Richman, J. M. (2005). School success profile. Chapel Hill, NC: Jordan Institute for Families, School of Social Work, The University of North Carolina at Chapel Hill.
- Bowen, G. L., Rose, R. A., & Bowen, N. K. (2005). The reliability and validity of the school success profile. Philadelphia, PA: Xlibris Press.
- Developmental Reading Assessment (DRA). (2009). DRA 2K-8 Technical manual (2nd edn). Upper Saddle River, NJ: Pearson Education.
- Durlak, J. A., & Weissberg, R. P. (2007). The impacts of after-school programs that promote personal and social skills. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning (CASEL).
- Fabiano, L., Pearson, L. M., & Williams, I. J. (2005). Putting students on a pathway to academic and social success: Phase III findings of the Citizen Schools evaluation. Washington, DC: Policy Studies Associates.
- Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1–22. CrossRef
- Farber, B. A., & Azar, S. T. (1999). Blaming the helpers: The marginalization of teachers and parents of the urban poor. American Journal of Orthopsychology, 69, 515–528. CrossRef
- Fashola, O., & Cooper, R. (1999). Developing the academic talents of African American students during the non-school hours: Four exemplary programs. Journal of Negro Education, 68, 130–137. CrossRef
- Gottfredson, D. C., Gerstenblith, S. A., Soule, D. A., Womer, S. C., & Lu, S. (2004). Do after-school programs reduce delinquency? Prevention Science, 5, 253–266. CrossRef
- Halpern, R. (1999). After-school programs for low-income children: Promises and challenges. When School is Out, 9, 81–95.
- Haynie, D., & Osgood, D. W. (2005). Reconsidering peers and delinquency: How do peers matter? Social Forces, 84, 1109–1130. CrossRef
- Hudley, C. (1999). Problem behaviors in middle childhood: Understanding risk status and protective factors. Paper presented at the Annual Meeting of The American Educational Research Association in Montreal, Canada.
- Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education & Urban Society, 35(2), 202. CrossRef
- Kahne, J., Nagaoka, J., Brown, A., O’Brien, J., Quinn, T., & Thiede, K. (2001). Assessing after-school programs as contexts for youth development. Youth and Society, 32, 421–446. CrossRef
- Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., & Martin-Glenn, M. L. (2006). Out-of-school time programs: A meta-analysis of effects for at-risk students. Review of Educational Research, 76, 275–313. CrossRef
- Lewin, C., & Luckin, R. (2010). Technology to support parental engagement in elementary education: Lessons learned from the UK. Computers & Education, 54, 749–758. CrossRef
- LoSciuto, L., Hilbert, S. M., Fox, M. M., Porcellini, L., & Lanphear, A. (1999). A two-year evaluation of the Woodrock Youth Development Project. Journal of Early Adolescence, 19, 488–507. CrossRef
- Mahoney, J. L., Lord, H., & Carryl, E. (2005). An ecological analysis of after-school program participation and the development of academic performance and motivational attributes for disadvantaged children. Child Development, 76, 811–825. CrossRef
- Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184–202. CrossRef
- Riggs, N. R., & Greenberg, M. T. (2004). After-school youth development programs: A developmental-ecological model of current research. Clinical Child and Family Psychology Review, 7, 177–190. CrossRef
- Saldana, J. (2009). The coding manual for qualitative researchers. London: Sage Publishing.
- Sickmund, M., Snyder, H. M., & Poe-Yamagata, E. (1997). Juvenile offenders and victims: 1997 update on violence: Statistical summary. Washington: Office of Juvenile Justice & Delinquency Prevention, U.S. Department of Justice.
- St. Pierre, T. L., Mark, M. M., Kaltreider, D. L., & Aikin, K. J. (1997). Involving parents of high-risk youth in drug prevention: A three-year longitudinal study in boys & girls clubs. Journal of Early Adolescence, 17, 21–50.
- Taylor Associates. (2009). Reading plus research, rational, and results: A report on the research basis and effectiveness of Reading Plus. Retrieved from http://www.readingplus.com/index.php/download_file/-/view_inline/55.
- Turney, K., & Kao, G. (2009). Barriers to school involvement: Are immigrant parents disadvantaged? Journal of Educational Research, 102, 257–271. CrossRef
- U.S. Department of Education. (2008). Office of communications and outreach.Guide to U.S. Department of Education Programs, Washington, DC.
- Wahl, M. (2007). Florida center for reading research. Read Well. Tallahassee, FL: Florida Center for Reading Research. Retrieved from http://www.fcrr.org/fcrrreports/PDF/read_well_report.pdf.
- Warr, M. (2002). Companions in crime: The social aspects of criminal conduct. New York: Cambridge University Press.
- Challenges and Strategies for Conducting Program-Based Research in After-School Settings
Child and Adolescent Social Work Journal
Volume 28, Issue 4 , pp 319-334
- Cover Date
- Print ISSN
- Online ISSN
- Springer US
- Additional Links
- At-risk youth
- After-school programs