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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Halpern, Robert [remove];
18 results found.|
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After-school programs for low-income children: Promise and challenges A study of after school programs for low-income children in terms of demand and supply, program activities, sponsoring and supporting organizations, and funding, based on information from the ongoing evaluation of the after school program initiative Making the Most of Out-of-School Time (MOST) |
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Bridging the worlds of Head Start and welfare-to-work: Building a two generation self-sufficiency program from the ground up A discussion on the necessary steps and aid for parents on welfare to move to the workforce |
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The challenge of system-building in the after-school field: Lessons from experience A discussion on the necessity of and difficulty in building an after school system for governance and standardization of programming and quality purposes |
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Child Classroom Adaptation Inventory |
Instruments
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Confronting the big lie: The need to reframe expectations of afterschool programs Arguments for the need to view after school programs as child development institutions with functions other than to aid in children’s academic success in public school |
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Critical issues in after-school programming An exploration of the role of after school programs in improving children’s literacy skills and promoting physical activity and children’s well-being, and a discussion of both challenges to developing a system of after school services and the expectations of such programs and services |
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A different kind of child development institution: The history of after-school programs for low-income children A historical analysis of the emergence and development of afterschool programs for low-income children from the early 1900s until the late 1990s |
Reports & Papers
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Effects of early childhood intervention on primary school progress in Latin America A review of the effects of early childhood intervention programs on primary school progress and performance among low-income children in Latin America |
Reports & Papers
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Evaluation of the MOST (Making the Most of Out-of-School Time) Initiative: Final report: Summary of Findings Highlights of the evaluation of the Making the Most of Out-of-School Time (MOST) initiative, examining the strategy, effectiveness, and implementation of the program in Boston, Chicago, and Seattle between 1995 and 1999 |
Reports & Papers
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Financing after-school programs A summary of strategies for funding after-school programs using federal, state, or private funding |
Other
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Making the Most of Out-of-School-Time An evaluation study of strategies planned and implemented by community-based coalitions in three cities, Boston, Chicago, and Seattle, to improve the supply, quality, affordability, and availability of out-of-school programs. |
Major Research Projects
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Making the most of out-of-school time: Executive summary: Interim findings from an evaluation conducted by Chapin Hall Center for Children at the University of Chicago An evaluation of the Making the Most of Out-of-School Time (MOST) Initiative, which aims to improve the supply, accessibility, affordability and quality of care for low-income, school age children in Boston, Chicago and Seattle |
Executive Summary
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Making play work: The promise of after-school programs for low-income children A history of urban after-school programs in the United States |
Other
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The promise of after-school programs for low-income children A review discussion of the field of after-school programs, particularly those serving low income children, specifically focusing on major tensions in and surrounding this field with suggestions for facing these challenges |
Other
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The role of after-school programs in children's literacy development A study of after school program approaches to promoting the literacy of children from low income families, based on a survey of the literacy practices and environments of after school programs in Chicago and Seattle, and on case studies of after school programs with innovative approaches to children's literacy in Chicago, Seattle, and New York City |
Reports & Papers
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The role of after-school programs in children's literacy development [Executive summary] A summary of a study of after school program approaches to promoting the literacy of children from low income families, based on a survey of the literacy practices and environments of after school programs in Chicago and Seattle, and on case studies of after school programs with innovative approaches to children's literacy in Chicago, Seattle, and New York City |
Executive Summary
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Supporting the literacy development of low-income children in afterschool programs: Challenges and exemplary practices A study of methods to improve literacy development in low and moderate income children using after school programs in Chicago, New York and Seattle |
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Tying early childhood education more closely to schooling: Promise, perils and practical problems Purpose/Objective: One specific framework for bringing ECE and schooling closer together is "prek-3rd." The broad goal of prek-3rd is to encapsulate formal learning experiences in the 3-8 years age period and create a distinct, coherent whole out of them. In this article, I use prek-3rd as a vehicle for exploring the implications of more closely linking ECE and schooling, focusing especially on philosophical and practical issues raised by this objective. I will examine the reasoning of proponents and raise questions about their assumptions. Research Design: Analytic essay. Conclusions/Recommendations: The example of prek-3rd suggests that there are many positive aspects to the idea of bringing ECE and early schooling closer together. These include an extended time frame for holding on to a developmental orientation; a complex view of the child, and sensitivity to individual differences; the longitudinal perspective on learning and mastery; the balance in attention to teaching and learning; and the broadened time frame for considering the transition to school. Yet, at least in the American context, it is not such a good idea to bring ECE and schooling closer together. Initiatives like prek-3rd will provide one more opening for downward pressures on early childhood providers. The schools (as a whole) have a history of failing to respect the integrity of other institutions that join them in efforts to better meet children's needs. Thus far, all that has been accomplished by tying ECE more closely to schools making ECE less early-childhood-like. The needs of schools are just too powerful and end up overwhelming the identity of institutional partners. Ultimately, the risk in binding ECE and schooling more closely together derives from a set of related cultural problems. The first can best be described as losing the present to the future--the very problem with school readiness as the central goal of ECE. The second problem is a misunderstanding of the processes at the heart of child development. Children are not raw human capital to be carefully developed through schooling to meet the demands of a globalized labor force. Americans urgently have to rethink how they wish to account for children, the virtues that are important to nurture, and the role of adult institutions in the process. There is a clear risk in extending the line that already connects schooling to global competitiveness down into early childhood, asking ECE to address not only the achievement gap but the global achievement gap as well. (author abstract) |
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