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Current Filters: Author:Gottfredson, Denise C. [remove];

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After-school programs, antisocial behavior, and positive youth development: An exploration of the relationship between program implementation and changes in youth behavior
Weisman, Stephanie A., February 2005
In J.L. Mahoney, R.W. Larson, & J.S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Mahwah, NJ: Lawrence Erlbaum

A National Survey of the activity patterns of American parents and on how they divide their time among work, household tasks, child care, and leisure activities and information on feelings about various parenting activities was also ascertained

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After-school programs, antisocial behavior, and positive youth development: An exploration of the relationship between program implementation and changes in youth behavior
Weisman, Stephanie A., 11 March, 2003
College Park: University of Maryland, Department of Criminology and Criminal Justice.

A description of important features of after school programs in terms of effects on children's school attendance, academic achievements, and socioemotional development using data from the Maryland After School Community Grant Program

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Attrition from after school programs: Characteristics of students who drop out
Weisman, Stephanie A., 2001
Prevention Science, 2(3), 201-205

A study comparing the at-risk status of elementary and middle school children who remained in afterschool programs with those who withdrew based on student questionnaires

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Do after school programs reduce delinquency?
Gottfredson, Denise C., 2004
Prevention Science, 5(4), 253-266

A journal article using randomized control and comparison groups to evaluate the effects of after-school program participation on the delinquency of elementary and middle school children

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Implementation quality and positive experiences in after-school programs
Cross, Amanda Brown, June 2010
American Journal of Community Psychology, 45(3-4), 370-380

A cross-site comparison of the dosage, quality of management, climate, participant responsiveness, staffing quality, and self-reported positive experiences of the youth at 5 after-school program sites using the All Stars prevention curriculum

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