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			After-school activities and the development of low-income urban children: A longitudinal study Posner, Jill K., 1999 Developmental Psychology, 35(3), 868-879 A longitudinal study of the relationships among child characteristics, academic performance, social adjustment, after school program participation and family variables for children from socioeconomically disadvantaged families in third and fifth grade	Reports & Papers
			After-School Activity Observation Instrument Vandell, Deborah L., February, 2004 In The Study of Promising After-School Programs: Descriptive report of the promising programs. Madison: Wisconsin Center for Education Research.	Instruments
			After-school child care programs Vandell, Deborah L., 1999 The Future of Children, 9(2), 64-80 An inquiry into the program quality and experiences of children in after-school programs, with an emphasis on the influence of after-school program participation on children?s outcomes	Other
			After-School Environment Scales Rosenthal, Robert, 1996 Child Development, 67(5), 2434-2445	Instruments
			Another look at the elephant: Child care in the nineties Vandell, Deborah L., 2000 In Resilience across contexts: Family, work, culture, and community. (pp. 91-120). Mahwah, NJ: Lawrence Erlbaum Associates. An overview of the links between child care and children's outcomes, and a discussion of the role of the family in child care selection and participation, with a focus on the literature of the 1990s	Other
			Are there long-term effects of early child care? Belsky, Jay, March/April 2007 Child Development, 78(2), 681-701 An analysis of the links between early child care and school-age children's development, socioemotional functioning, and academic performance, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development	Reports & Papers
			California Afterschool Outcome Measures Project field test of the Online Toolbox Vandell, Deborah L., January, 2012 Irvine, CA: California Afterschool Outcome Measures Project. Findings from a field test of the California Afterschool Outcome Measures Project Online Toolbox, an online survey of student behavior change and skill development for use in after school programs, that examines teacher and student survey administration experiences, student reports of after school program experiences, changes in student skill and behavior outcomes, and associations of student program experiences to their skill and behavior outcomes, based on data collected from students and teachers at 28 after school programs in fall 2010 and spring 2011	Reports & Papers
			California After School Outcomes Measures Project: Phase I: Final report Vandell, Deborah L., July 30, 2009 Irvine: University of California, Irvine, Department of Education A summary of preliminary efforts to develop behavior change and skill development measures for students participating in California After School Education and Safety programs	Fact Sheets & Briefs
			Charting the benefits of high-quality after-school program experiences: Evidence from new research on improving after-school opportunities for disadvantaged youth Reisner, Elizabeth R., March, 2007 Washington, DC: Policy Studies Associates. A discussion of the policy implications of a longitudinal study of the relationship of elementary and middle school students' after school experiences, including participation in high-quality after school programs, to their academic, social, and behavioral outcomes	Other
			Child care Vandell, Deborah L., April, 1997 In G.G. Bear, K.M. Minke, & A. Thomas (Eds.), Children's needs II: Development, problems, and alternatives (pp. 721-732). Bethesda, MD: National Association of School Psychologists	Other
			Child care and the family: Complex contributors to child development Vandell, Deborah L., 1990 New Directions in Child Development, 49, 23-37 A discussion on the benefits and detriments of long term child care to child development	Reports & Papers
			Child care for low-income working families Wolfe, Barbara, 2002 Focus, 22(1), 106-111 A discussion of child care for low income working families and a review of previous research examining the effects of high-quality child care on young children's developmental outcomes and on parental employment options; also discussed are reasons for public funding of child care	Other
			Child care quality and children's success at school Vandell, Deborah L., 2003 In A.J. Reynolds, M.C. Wang, & H.J. Walberg (Eds.), Early childhood programs for a new century (pp. 115-139). Washington, DC: Child Welfare League of America	Other
			Child care quality: Does it matter and does it need to be improved? Vandell, Deborah L., 2000 Madison: University of Wisconsin-Madison, Institute for Research on Poverty. An investigation of the justification for public intervention to improve the quality of non-parental child care for children from lower-income families adduced from evidence from large- and small-scale studies of the effects of child care on children�s development with a presentation of the economic rationale that emerges from that evidence	Literature Review
			Child care quality: Does it matter and does it need to be improved? [Executive summary] Vandell, Deborah L., 2000 Madison: University of Wisconsin-Madison, Institute for Research on Poverty. A summary of an exploration of an economic justification for the improvement of child care quality	Executive Summary
			Child-care usage and mother-infant ''quality time'' Booth-LaForce, Cathryn L., 2002 Journal of Marriage and the Family, 64(1), 16-26 A study of mother�s time use and mother-infant interaction in families where infants spent more than 30 hours pet week in child care vs. 0 hours per week from birth to age 6 months	Reports & Papers
			Children of the National Longitudinal Survey of Youth: Choices in after-school care and child development Vandell, Deborah L., 1991 Developmental Psychology, 27(4), 637-643 A longitudinal study of different types of after-school care, what family and parent characteristics dictate the choice of after-school care, and their effects on child development through assessment of 390 third through fifth graders	Reports & Papers
			Commentary: After-school programs and structured activities that support children's development Vandell, Deborah L., March, 2002 In R. Garner (Ed.), Hanging out: Community-based after-school programs for children (pp. 167-178). Westport, CT: Greenwood Publishing Group	Other
			Do effects of early child care extend to age 15 years?: Results from the NICHD Study of Early Child Care and Youth Development Vandell, Deborah L., May/June 2010 Child Development, 81(3), 737-756 An examination of the relationships between externalizing behavior, impulsivity, risk taking, and academic achievement at age 15 and quality of care, nonrelative child care type, care hours, and center care participation at 4 � years, as well as achievement and externalizing behavior at 4 � years and grades 1, 3, and 5, from a secondary analysis of data on 1,364 families	Reports & Papers
			Do regulable features of child-care homes affect children's development? Clarke-Stewart, K. Alison, 2002 Early Childhood Research Quarterly, 17(1), 52-86 An analysis of the links between regulable and nonregulable features of family child care homes and infants' and toddlers' cognitive development using data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			Early child care: The known and the unknown Vandell, Deborah L., 2004 Merrill-Palmer Quarterly, 50(3), 387-414 A review of previous child care research looking at the relations between child care quality, arrangements, and outcomes in terms of children's development	Other
			Effects of child care on psychological development: Issues and future directions for research Friedman, Sarah, December 1994 Pediatrics, 94(6), 1069-1070 An overview of the opportunities for researching the effects of childcare on children's psychological development, highlighting the need for new methodologies to examine the complex relationships among quality of child care, the individual child's personality, and family variables	Reports & Papers
			Engagement in after-school program activities: Quality of experience from the perspective of participants Shernoff, David J., October 2007 Journal of Youth and Adolescence, 36(7), 891-903 An examination of the relationship between selected activities in after school and levels of intrinsic motivation, concentrated effort, positive and negative mood states, and engagement from activity logs of 1596 self reports from 165 children from 8 middle schools in two middle size cities and one small town in three midwestern states	Reports & Papers
			Fathers and ''others'' as infant-care providers: Predictors of parents' emotional well-being and marital satisfaction Vandell, Deborah L., 1997 Merrill-Palmer Quarterly, 43(3), 361-385 A study on the influence of infant care arrangements on parental emotional and marital well-being	Reports & Papers
			High Quality Supplemental Educational Services and Afterschool Partnerships Demonstration Project: An evaluation study of THINK Together programs in the Santa Ana Unified School District: 2008-2009: Year one report Vandell, Deborah L., August 2009 Irvine: University of California, Irvine, Department of Education An evaluation of the provision of blended supplemental educational and after school program services in the Santa Ana Unified School District, California, based on the implementation experiences of 13 study sites	Reports & Papers

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