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Pros of after school programs
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While no one can deny the benefits of after-school programs, their effectiveness at furthering the education in our schools can be called into question. While what can be considered effective in after-school programs can be contingent upon the basic goals and objectives of the individual program, if the after-school program is not reaching the goals of the program it cannot be considered an effective program despite the good it may be providing for the families involved. The twenty-first century program, specifically at *Avalon Park Elementary School, is being called into question because of its derivation from its original academic enrichment goals to its current habit or entertaining rather than educating its students.
In determining the effectiveness of an after-school program it must be understood that there is not a “one size fits all” standard for all after-school programs. (Cathy Hammon, 2006)When determining whether or not an after-school program is consider effective or ineffective for students is it crucial to compare the specific program’s objectives and goals to the outcomes that the program actually produces in the students and families they serve. (Cathy Hammon, 2006) In a study conducted by the National Center for Educational Statistics, they determined there are four major types of after-school programs. The first being the fee based stand-alone day care programs in which parents/guardians pay fees and the program focuses specifically on just the entertainment and supervision of the students. (Education, 2009) The second is the stand alone academic instruction program which focuses on the enrichment and continuation of the individual student’s academic progress and completion of goals. (Education, 2009)The third ...
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Education, U. D. (2009). After-school Programs in Pubilc ElementarySchools; First Look. National Center for Educational Statistics, 1-55.
Halpern, R. (1999). After-School Programs for Low-Income Children: Promise and Challenges. Chicago, IL.: Erikson Institute for Graduate Study in Child Development in.
Karen Walker, R. R. (2001). Challenges and Opportunities in After School Programs: Lessons for Policy Makers and Funders. Nebraska: Nebraska department of Education.
Kenneth Leitherwood, K. S. (2004). Review of Research; How Leadership Influences student Learning. Learning From Leadership Project, 59-67.
Leon County Schools-Testing, R. a. (2013). School Accountability Grades 2011-2013. Retrieved 04 22, 2014, from Leon County Schools: http://www.leon.k12.fl.us/newLCShomeFiles/curric_Instruc_Files/testing_assessment/2012_2013_files/School_Grades_2010-2013.pdf
Changing demographics in America are leading to an increased need for preschools. In 1950, only 14% of mothers of children under six worked outside the home (Williams 351), but in 1995, the U.S. Census Bureau reported that 63.5% of mothers of children under age six worked outside the home (Garey 4). The number of families with two working parents is steadily rising; the number of single-parent families is also increasing. Many families cannot afford to have a parent at home full time but have a hard time affording preschool or childcare costs. A publication by L.M. Casper, printed by the U.S. Census Bureau, found that on average, parents spend 8% of their family's income on childcare (Kinch 68). Many of these parents make great sacr...
Decker, C. A., Decker, J. R., Freeman, N. K., & Knopf, H. T. (2009). Planning and Administering Early Childhood Programs. Upper Saddle River: Pearson.
The Harlem Children’s Zone provides a variety programs and options for children that come from families with low income. The HCZ continues to be an organization that is designed to take effect over, achievement-oriented schools and strong social and community services to care for children’s educational achievement that live in poverty. Their overall goal is assisting kids to have the determination and motivation to graduate from college. This goal provides the kids the ability to enter the middle class and become well-rounded, self-sustaining, civic-minded citizens. HCZ has proven that time after time they have the means to break the cycle of poverty one step at a time. Within this research paper, I have dove into the fascinating history, current
Sindelar, R. (2004). Recess: Is it needed in the 21st Century? Clearinghouse on Early Education and Parenting, Vol. 18, Issue 1, 1-6.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Hungerford, L., & Wassmer, W. (2004). K-12 Education in the U.S. Economy. Its impact on Economic Development, earnings and housing values. National Education Association. 1(3): 1-58.
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education. Upper Saddle River, NJ: Merrill.
The After School Program provided an opportunity for students to work on homework, play games, and interact with friends and positive role models. The program was an alternative for students who might partake in risky behavior such as experimenting with drugs and alcohol, committing illegal or violent acts, and having unprotected sex. Parents benefited from the After School Program because they could trust their children were in a supervised place from 3:00 p.m. until they left work. Students benefited from the program because they were able to interact with their friends in a safe space without being trapped in an overbearing or structured program until their parents
Just because a student is walking the halls of a physical structure does not grant special privileges of participation in after school activities. People who oppose the right for homeschool students to participate may argue that homeschooling offers an easier work load than a student attending class every day. There are all different levels of what is considered “easy” to each individual student. If a student finds it “easy” in one of their classes should the teacher give them more work than the other students? Or, if it is “easier,” do these home school student receiver a less valuable diploma? All student still have to meet the requirements and standards of each subject studied in order to play on a given team (Ray 2015). Schools and their districts should be commending and encouraging students for taking control of their educational experience, to ensure they receive the best education and development to better prepare themselves for the
It is common knowledge that a parent is considered the most efficient caregiver for their children. It’s also known that with daily responsibilities of caring for a child financially, parents partake in full-time and/or part-time employment. While needing to do so, many children attend daycare/preschool facilities. Granted, it is the parent’s responsibility to cautiously select where they decide to take their children. This is because parents know that while they are away for numerous hours of the day, their children are in the hands of another care provider and that their care would have an enormous impact on their children. At a young age, a child’s social and cognitive skills are continuing to take shape and the amount of time spent in these facilities has a resilient impact on a child’s development. With proper and superior care no matter the time spent, such positive effects on a child’s development should endure in a child’s cognitive and social development. In other words, there is a great benefit of childcare/daycare attendance on a child’s development.
What does leadership mean in the context of educational leadership? Many definitions of leadership in education co-exist, attesting to the complexity and multi-faceted phenomena of the concept (Elwell & Elikofer, 2013). Leadership is one of the most observed and least understood organizational and psychological areas of study. Despite volumes of research and numerous theories, no one theory of leadership emerged as the sole predictor of the success of educational leaders. The current body of knowledge about leadership consists of narrow definitions of leader effectiveness that are disconnected from their context (Latham, 2014). Educational leadership influences and affects every dimension of the educational process from the
United States of America: Worth Publishers. Click, P. M., & Parker, J. (2002). The 'Secondary' of the 'Secondary Caring for School-Age Children (Third Edition). United States of America: Delmar. Edwards, Lynda.
The first national goal focuses directly on the early childhood years: "By the year 2000, all children in America will start school ready to learn." We believe that from the time of birth, all children are ready to learn. However, what we do or don't do as individuals, educators, and collectively as society can impede a child's success in learning. For example, if we do not provide adequate health care and nutrition for our youngsters, those children entering the public schools will already be behind their healthier, properly fed peers. The current educational practices of testing children for kindergarten entry and placement, raising the entrance age to kindergarten, adding an extra "transitional" year between kindergarten and first grade, and retaining children in preschool, kindergarten, or first grade are attempts to obtain an older, more capable cohort of children at each grade level. These educational strategies suggest that current curriculum expectations do not match the developmental level of the children for whom the grade is intended. In effect, these strategies blame the victims, the children, rather than confronting the real problem--an inappropriate curriculum.
Two-thirds of children who participate in extracurricular activities are expected to attain at least a bachelor’s degree, whereas only half of children that do not participate do (National Center for Education Statistics, 1995). Childhood is a very important time in our lives, a time when we develop many vital skills that follow us into adulthood. Some people laugh or scoff at us parents that keep our children to busy schedules. Those same people would also argue that our children should be allowed to have a childhood, to not be so tightly scheduled in their daily lives. Before jumping on that bandwagon, I would suggest doing a little research. Participating in after-school activities has shown to benefit children in many ways. Children should