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Current Filters: Author:Vandell, Deborah L. [remove]; Classification:Out-Of-School Time [remove];

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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 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
			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
			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
			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
			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
			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
			Outcomes linked to high-quality afterschool programs: Longitudinal findings from the Study of Promising Afterschool Programs Vandell, Deborah L., October 2007 Irvine: University of California, Irvine, Department of Education. A summary 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	Executive Summary
			Out-of-school settings as a developmental context for children and youth Vandell, Deborah L., August 30, 2004 Madison: University of Wisconsin, Madison. An overview of existing research on the role of after school programs and structured extracurricular activities in the social development and academic achievement of children and youth	Other
			Safe Haven program evaluation (1994-1995) Madison (Wis.), February 04, 2007 (Rev. ed.). Madison: Wisconsin Center for Educational Research. A study of the effects of an after school program on academic performance, conduct, conflict resolution strategies, and absences in a sample of 647 children in Madison, Wisconsin	Reports & Papers
			Safe Haven program evaluation (1995-1996) Madison (Wis.), February 04, 1997 Madison: Wisconsin Center for Educational Research. A study of the effects of an after school program on academic performance, conduct, social skills, problem behaviors, and absences in a sample of 642 children in Madison, Wisconsin	Reports & Papers
			Safe Haven program evaluation (1996-1997) Madison (Wis.), October 27, 2007 Madison: Wisconsin Center for Educational Research. A study of the effects of an after school program on academic performance, conduct, conflict resolution skills, and absences in a sample of 622 children in Madison, Wisconsin	Reports & Papers
			Safe Haven program evaluation (1997-1998) Madison (Wis.), March 15, 1999 Madison: Wisconsin Center for Educational Research. A study of the effects of an after school program on academic performance, conduct, conflict resolution skills, and absences in a sample of 588 children in Madison, Wisconsin	Reports & Papers
			Specific features of after-school program quality: Associations with children's functioning in middle childhood Pierce, Kim M., June 2010 American Journal of Community Psychology, 45(3-4), 381-393 A longitudinal study of the relationships between three after school program quality features and child grades, work habits, and social skills, based on data from 461 first, second, and third grade children, surveys of families, and observations of after school programs in a Midwestern city	Reports & Papers
			The study of promising after-school programs: Descriptive report of the promising programs Vandell, Deborah L., 2004 Madison: Wisconsin Center for Education Research. A study examining elementary and middle school programs that feature promising practices for enhancing students� academic, social development, emotional and physical well-being	Reports & Papers
			The study of promising after-school programs: Examination of intermediate outcomes in year 2 Vandell, Deborah L., 2005 Madison: Wisconsin Center for Education Research. A study of the demographic distribution of after school programs, and the behavioral impacts of after school programs on students	Reports & Papers
			The study of promising after-school programs: Examination of intermediate outcomes in year 2 [Executive summary] Vandell, Deborah L., 2005 Madison: Wisconsin Center for Education Research. A summary of a study on the demographic distribution of after school programs, and the behavioral impacts of after school programs on students	Executive Summary
			The Study of Promising After-School Programs: Examination of longer term outcomes after two years of program experiences Vandell, Deborah L., August 08, 2006 Madison: Wisconsin Center for Education Research. Findings from 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, based on after school program records and teacher, student, and parent surveys	Reports & Papers
			Study of Promising After-School Programs: Follow-up report to participating school districts Vandell, Deborah L., 03 February, 2011 Irvine: University of California, Irvine, Department of Education. A study of the concurrent and longitudinal relationships between after school program participation and students' academic, social, and behavioral outcomes, based on four-year follow-up surveys from 436 students who participated in a study of high-quality after school programs	Reports & Papers

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