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Current Filters: Pub Year:2001 [remove]; Classification:Programs, Interventions & Curricula [remove];

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			A 21st Century Community Learning Center: A case study of collaboration and partnerships Atkinson, Patricia A., 2001 Unpublished doctoral dissertation, Oklahoma State University, Stillwater A case study examining the amount of collaboration between a 21st Century Community Learning Center after school program and the cooperating stakeholders, investigating the effect of collaboration on the community outside of the school and on the children participating in the program	Reports & Papers
			The 30-second effect: An experiment revealing the impact of television commercials on food preferences of preschoolers Borzekowski, Dina L. G., 2001 Journal of the American Dietetic Association, 101(1), 42-46 A study of the influence of televised food commercials on preschool children's food preferences among a sample of 40 Head Start children in northern California	Reports & Papers
			Academic effects of after-school programs Shumow, Lee, 2001 (ERIC Digest No. EDO-PS-01-8). Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. A synthesis of findings on the relationship between participation in an after school activities and children�s academic performance	Other
			Accountability for after-school care: Devising standards and measuring adherence to them Beckett, Megan, 2001 Santa Monica, CA: Rand Corporation. A report evaluating school-based after-school programs administered by Stone Soup Child Care Programs, using a methodology and instruments developed from a review of good after-school program practices	Reports & Papers
			Afterschool and students with special needs Afterschool Alliance, 2001 (Afterschool Alert Issue Brief No. 1). Washington, DC: Afterschool Alliance. An informational brief on the benefits of after school programs for students with special needs; benefits include homework help and opportunities to develop social skills through inclusion	Fact Sheets & Briefs
			Afterschool and technology training Afterschool Alliance, 2001 (Afterschool Alert Issue Brief No. 5). Washington, DC: Afterschool Alliance. An informational brief that uses nationally representative examples of after school programs that help school age children acquire technological skills that they will need for future academic success and employment	Fact Sheets & Briefs
			After school care for children: Challenges for California Children Now (Organization), April 2001 Oakland, CA: Children Now. An overview of issues facing after school child care in California	Fact Sheets & Briefs
			Afterschool: Generating excitement about math and science Afterschool Alliance, 2001 (Afterschool Alert Issue Brief No. 3). Washington, DC: Afterschool Alliance. An issue brief detailing how the extended learning time and individual attention offered to students who attend afterschool programs improves their performance in the subjects of math and science.	Fact Sheets & Briefs
			Afterschool partnerships with higher education Afterschool Alliance, 2001 (Afterschool Alert Issue Brief No. 2). Washington, DC: Afterschool Alliance. An informational brief on the benefits of after school programs' partnerships with higher education institutions; nationally representative examples of the benefits include career development, mentoring, tutoring, program evaluation, and adult education for parents of participating children	Fact Sheets & Briefs
			After-school programs in Taiwan: Program features and child adjustment Su, Hsiu-Chih, 2001 Unpublished doctoral dissertation, University of Wisconsin--Madison A study of after school programs in Taiwan, investigating children's experiences in four different types of programs, family and child characteristics associated with program participation, and relations among program quality and participation and child adjustment	Reports & Papers
			America Cares for Children and Youth: School-Age Care Needs Assessment and Training Project Todd, Christine M., 2001 University of Georgia A project documenting the demand and supply of formal and informal school-age care, particularly for ethnic minority or low-income youth, in inner city and remote rural areas of Georgia. The project also develops and evaluates community needs assessment tools and training protocols for informal caregivers.	Administration for Children and Families/OPRE Projects
			Are natural environments unnatural?: A survey of early intervention survey providers Shelley-Sireci, Lynn M., 2001 NHSA Dialog, 4(1), 123-147 An examination of the settings used to provide early intervention services for children with disabilities, based on a sample of 116 service providers from 16 early intervention centers in a New England state	Reports & Papers
			''Are two better than one?'': The impact of years in Head Start on child outcomes, family environment, and reading at home Ritblatt, Shulamit, 2001 Early Childhood Research Quarterly, 16(4), 525-537 An examination of the relationship between length of participation in Head Start and family and child outcomes, using data collected by the Neighborhood House Association Head Start Program of San Diego County	Reports & Papers
			Assessing costs and benefits of early childhood intervention programs: Overview and applications to the Starting Early Starting Smart program Karoly, Lynn A., 2001 Seattle: Casey Family Programs; Santa Monica, CA: Rand Corporation. A discussion of issues for policymakers to consider in assessing the direct, monetary costs and benefits to early childhood intervention programs, based on information from the assessment of Starting Early Starting Smart (SESS)	Reports & Papers
			Assessing costs and benefits of early childhood intervention programs: Overview and application to the Starting Early Starting Smart program: Executive summary Karoly, Lynn A., 2001 Seattle: Casey Family Programs; Santa Monica, CA: Rand Corporation. A report summarizing the methodological issues in developing a cost benefit analysis for early childhood programs and their implications for the Starting Early Starting Smart intervention.	Executive Summary
			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	Reports & Papers
			Back to the future: The Brownstone and FutureLink after-school programs for homeless children Institute for Children and Poverty, 2001 New York: Homes for the Homeless. A discussion of the Brownstone/FutureLink program and its approach to the academic encouragement of homeless children	Reports & Papers
			Balanced and diversified funding: A formula for long-term sustainability for after school programs Fletcher, Andria J., 2001 Sacramento, CA: Foundation Consortium. A study on the availability, funding and benefits of after school programs in low income communities in California	Other
			Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Parents' perspectives Rafferty, Yvonne, 2001 Journal of Early Intervention, 24(4), 266-286 An inquiry into the benefits of combining children with and without disabilities in preschool, based on a sample of 244 preschool aged children attending a community-based reverse inclusion program in New York State	Reports & Papers
			Beyond the pages of a book: Interactive book reading and language development in preschool classrooms Wasik, Barbara H., 2001 Journal of Educational Psychology, 93(2), 243-250 An article on the effects of an interactive reading intervention on the language skills of preschool children.	Reports & Papers
			Breaking barriers: Provision and participation in an out-of-school centre Mayall, Berry, 2001 Children & Society, 15(2), 70-81 An exploration of British children's rights and multi-agency workings uses the A Space project, a United Kingdom research and development project, as an exemplar for discussion	Other
			Bringing it all together: The multiple origins, skills, and environmental supports of early literacy Dickinson, David K., 2001 Learning Disabilities Research and Practice, 16(4), 186-202 A study of the origins, skills and environmental supports of early language and literacy	Reports & Papers
			A broader view: The national evaluation of the 21st Century Community Learning Centers program: Design report: Vol. I United States. Department of Education. Planning and Evaluation Service, 2001 Princeton, NJ: Mathematica Policy Research. The first volume of a report on the national evaluation of the Twenty-first Century Community Learning Centers program implementation and impact study designs	Reports & Papers
			A broader view: The national evaluation of the 21st-Century Community Learning Centers program: Design report: Vol. I [Executive summary] United States. Department of Education. Planning and Evaluation Service, 2001 Princeton, NJ: Mathematica Policy Research. The executive summary of a report on the national evaluation of the Twenty-first Century Community Learning Centers program implementation and impact study designs	Executive Summary
			Building futures Head Start Impact Study: Presentation at the National Head Start Association's 28th annual Training Conference, Orlando, Florida, May 16-19, 2001 United States. Administration for Children and Families. Office of Planning, Research and Evaluation, 2001 Paper presented at the annual National Head Start Association Training Conference, Orlando, FL. A presentation of the Head Start Impact Study at the National Head Start Association's 28th Annual Training Conference, with an emphasis on the role of and benefits to child care centers' participation in the study	Reports & Papers

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