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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Bronte-Tinkew, Jacinta [remove];
16 results found.|
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Building community partnerships: Tips for out-of-school time programs An overview of research on how community involvement can support out-of-school time programs, with recommendations for identifying and accessing community resources |
Fact Sheets & Briefs
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Building, engaging, and supporting family and parental involvement in out-of-school time programs An examination of the importance of family involvement for out-of-school time programs |
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Enhancing cultural competence in out-of-school time programs: What is it and why is it important? An overview of cultural competence and its importance for out-of-school time programs, with suggestions for introducing cultural competent activities into programs |
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Five steps for selecting an evaluator: A guide for out-of-school time practitioners: Part 2 in a series on practical evaluation methods A description of different types of program evaluation for out-of-school time programs, with recommendations for selecting an evaluator |
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How can I assess the quality of my program: Tools for out-of-school time program practitioners: Part 8 in a series on practical evaluation methods An overview of the value of using quality assessment tools to improve out-of-school time program quality, with descriptions of a selection these tools |
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Incorporating technology into out-of-school time programs: Benefits, challenges, and strategies An exploration of the use of technology in out-of-school time programs, including a consideration of benefits, challenges, and strategies for its incorporation |
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Institutional Review Boards (IRBs): What are they, and why are they important?: Part 7 in a series on practical evaluation methods An overview of issues related to Institutional Review Board (IRB) monitoring of out-of-school time programs that conduct evaluations and research involving human subjects |
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Logic models in out-of-school time programs: What are they and why are they important? An overview of features of logic models and their uses in after school programs |
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Measuring outcomes for children and youth in out-of-school time programs: Moving beyond measuring academics A description of four outcome domains, outcomes within each domain, and potential outcome measures for out-of-school time programs |
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Outcome evaluation: A guide for out-of-school time practitioners: Part 4 in a series on Practical Evaluation Methods Instructions for using outcome evaluations to assess the effects of after-school programs on their participants |
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Practices to avoid in out-of-school time programs A discussion of program practices to avoid or minimize in out of school time programs, based on a review of research on the efficacy of out of school program practices in the improvement of children’s outcomes |
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Practices to foster in out-of-school time programs A discussion of program practices to implement in out of school time programs, based on a review of research on the efficacy of out of school time program practices in the improvement of children’s outcomes |
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Process evaluations: A guide for out-of-school time practitioners: Part 3 in a series on Practical Evaluation Methods Instructions for using process evaluations in the assessment of the internal operations of after-school programs |
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Recruiting mentors in out-of-school time programs: What's involved? An overview of steps and resources for recruiting mentors for out-of-school time programs |
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Strategies for improving out-of-school programs in rural communities A discussion of challenges facing the provision of out-of-school time programming for children and youth in rural communities, with recommendations for meeting these challenges |
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Using incentives to increase participation in out-of-school time programs A discussion of different types of incentives for increasing children's participation in out-of-school time programs |
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