Relevant bibliographies by topics / After-school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'After-school'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "After-school"

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Spikins, David. "After school." IEE Review 37, no. 9 (1991): 299. http://dx.doi.org/10.1049/ir:19910140.

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Connors, Ginny. "Anthony after School." English Journal 89, no. 2 (November 1999): 137. http://dx.doi.org/10.2307/822155.

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Woerner, Brian. "Letter after School." English Journal 93, no. 2 (November 2003): 98. http://dx.doi.org/10.2307/3650515.

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Rentzsch, Robert. "After-school programmes." Nature 440, no. 7080 (March 2006): 122–23. http://dx.doi.org/10.1038/nj7080-122a.

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RITTER, STEPHEN K. "AFTER-SCHOOL SUSTAINABILITY." Chemical & Engineering News Archive 89, no. 41 (October 10, 2011): 46–47. http://dx.doi.org/10.1021/cen-v089n041.p046.

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Stone, Juliet. "And after school." British Journal of Visual Impairment 21, no. 1 (January 2003): 16–18. http://dx.doi.org/10.1177/026461960302100104.

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WANG, LINDA. "AFTER-SCHOOL CHEMISTRY." Chemical & Engineering News 87, no. 6 (February 9, 2009): 37. http://dx.doi.org/10.1021/cen-v087n006.p037.

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Woodland, Malcolm H. "After-School Programs." Urban Education 51, no. 7 (August 3, 2016): 770–96. http://dx.doi.org/10.1177/0042085914549361.

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Kupriyanov, B. V., S. G. Kosaretsky, T. A. Mertsalova, and T. V. Semenova. "After-school Centres." Russian Education & Society 57, no. 7 (July 3, 2015): 614–41. http://dx.doi.org/10.1080/10609393.2015.1096149.

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Parks, Mel. "After-school adventures." Practical Professional Child Care 4, no. 9 (September 2007): 26–27. http://dx.doi.org/10.12968/ppcc.2007.4.9.38185.

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Dissertations / Theses on the topic "After-school"

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Nay, Bethany W. "Planning for quality after school programs a guide for after school leaders /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/nayb/bethanynay.pdf.

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Cornejo, Vallejos Carmen Gloria, and Valdivia Marcela Paz Tapia. "AFTER SCHOOL AYEN." Tesis, Universidad de Chile, 2017. http://repositorio.uchile.cl/handle/2250/146363.

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TESIS PARA OPTAR AL GRADO DE MAGÍSTER EN ADMINISTRACIÓN
Carmen Gloria Cornejo Vallejos [Parte I], Marcela Paz Tapia Valdivia [Parte II]
Para dar solución y una respuesta concreta al constante problema que tienen los trabajadores que tienen menores bajo su cuidado y responsabilidad, cuya jornada laboral finaliza en un horario posterior al de la salida de los colegios a los cuales asisten los menores, surge este Plan de Negocios que entrega una solución para sus cuidado y a la vez, se convierte en una oportunidad de negocio. El After School AYEN (dar alegría) será un establecimiento que ofrecerá cubrir la necesidad antes planteada, y además otorgar servicios de valor agregado para hacer más eficiente el escaso tiempo de los apoderados de los menores que asistan; estos servicios serán los siguientes: lavandería, zapateria, arriendo o compra de disfraces, compras pequeñas colaciones y útiles escolares. El lugar escogido será en la comuna de Peñalolén, que de acuerdo a los análisis y estudios se estima que tiene una amplia demanda que aun no se encuentra totalmente satisfecha con los After School ya establecidos. Será dirigido a clientes de grupo socioeconómico C1C2, que vivan o que trabajen en Peñalolén, con menores en edad escolar entre 5 y 12 años. El establecimiento tendrá amplios espacios y atenderá como máximo 40 menores. Contará con profesionales de enseñanza básica responsables y con experiencia, de esta manera entregando mejor servicio de reforzamiento y ejecución de tareas escolares; y con ello seguridad al cliente y a los menores un lugar cómodo y donde puedan aprender. La inversión inicial requerida es de $23 millones, la que será aportada por tres inversionistas, dos socias fundadoras del proyecto más un inversionista externo. Los resultados del plan financiero, entregan un VAN del proyecto de $92 millones, considerando una tasa de descuento del 17,2%. La TIR es del 111% con un Payback de 3 años.
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Adamz, Grant Scanland. "The Effect of Elementary After-School Participation on the Transition to Middle School." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2668.

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This case study takes an in-depth look at what type of students transition from elementary to middle school 21st Century Community Learning Center programs. Using binary logistic regressions, I identify key characteristics that predict whether or not a student will continue to attend the program after they transition to a new school and then discuss how to improve the attendance of after-school programs. Moreover, this case study also identifies how different school program environments serve different types of students in two cohorts starting in fifth grade. Middle school context moderates the effects of other variables that are predictive of participation in after-school programs during middle school. Thus, I demonstrate how understanding who makes successful transitions in the after-school program can help improve the sustainability and effectiveness of these programs.
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Bitter, James. "Different After School Conversations." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/6074.

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Perez, Angiemil. "A comparitive sic] study on community-based after-school programs to faith-based after-school programs." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/496.

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After-school programs play an increasing role in providing developmental and social skills through extra-curricular activities. Adolescents are most likely to engage in delinquent behavior during unsupervised after-school hours. Different after-school programs are available, both community-based and faith-based programs have risen in number in response to the need of children to have a safe environment with adult supervision. This study is interested in comparing after-school programs that are faith-based to community-based and see if any similarities or differences exist within each other. The purpose of this thesis was to contribute to the existing literature on after-school programs in two ways. First, this research will provide a brief history of after-school programs and a discussion of the types of programs. Second, this study will compare and contrast the various goals, structure, and performance of a community-based program and a faith-based program. Through in-person interview, a comparison will be drawn on organizational structure, activities, source and funding, goals and objectives, and outcomes of each program.
B.A.
Bachelors
Sciences
Sociology
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Lambourne, Meghan E. "Children's attitudes after participating in an after school fitness club program." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1567417.

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A recent trend shows that activity levels in children are declining while obesity levels are increasing. To address this problem, after school programs are being introduced to increase activity levels in preadolescents and promote healthy lifestyles. Existing studies have suggested that a better understanding of the psychosocial influences on physical activity (PA) during preadolescence could assist efforts in school settings to promote lifelong PA. This study used a sample of third grade students to investigate the relationships between the psychosocial correlates of PA, Gender, Extracurricular PA Participation, Intention to Be Physically Active, and BMI among third grade children. Results indicated that Gender, Beliefs (about the consequences of being active), and Self-Efficacy were associated with Extra Curricular PA Participation while Beliefs and Self-Efficacy were related to Intention to Be Physically Active. This suggests that third grade children’s Extra Curricular PA Participation and Intentions to Be Physically Active can be improved by enhancing children’s Self-Efficacy and Beliefs about the consequences of being active.
Fisher Institute for Wellness and Gerontology
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DiMeo, Michelle A. "After-School Programs: Do Parents Matter?" Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/psych_diss/96.

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Previous research suggests that parents can benefit from youth participation in after-school programs. However, little research has explored parent involvement in after-school programs as an important program characteristic leading to youth development. Bioecological Systems Theory suggests that individuals are influenced by the interactions of others within their environment. Building from this theory, it was posited that parent benefits resulting from involvement in after-school programs can facilitate positive youth development. Surveys were completed by 117 parents whose daughters participated in the Cool Girls, Inc. after-school program, a program serving primarily low-income, African American, urban youth. Using Exploratory Factor Analysis, a three factor structure of parent benefits was identified. Parent benefits include increased (1) parent-child communication, (2) parent social capital, and (3) parent-school involvement. A fourth parent benefit of help for working parents was identified in subsequent analyses using a smaller sample of only working parents (n = 86). Hierarchical regression analyses indicated that more parent after-school program involvement was associated with increases in each of the four parent benefits. As predicted, each of the four parent benefits mediated the association between parent involvement in after-school programs and parent reported changes in positive youth development outcomes due to participation in Cool Girls, Inc. These results suggest the importance of further research into ways parents benefit from their child’s participation in after-school programs and how those benefits can influence youth developmental trajectories. These findings also demonstrate the importance of involving parents in after-school programs.
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Hammett, Lisa A. Oliver Bernard. "A study of the effects of an after-school program on the discipline and the academic achievement of selected seventh grade students." Diss., UMK access, 2004.

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Thesis (Ph. D.)--School of Education . University of Missouri--Kansas City, 2004.
"A dissertation in urban leadership and policy studies in education." Advisor: Bernard Oliver. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Dec. 18, 2007. Includes bibliographical references (leaves 118-127). Online version of the print edition.
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Ogden, Cheri Lynn. "Measuring the effectiveness of after-school programs via participants' pre and post-test performance levels on the Georgia Criterion Referenced Competency Test." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Davis, Corrie L. "The revolution begins at 3pm a qualitative study of a statewide 21st century community learning centers program /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04282008-124604/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Jennifer Esposito, committee chair; Sheryl Gowen, Carolyn Furlow, Carlos McCray, Susan Ogletree, committee members. Electronic text (226 p. : col. ill.) : digital, PDF file. Description based on contents viewed August 22, 2008. Includes bibliographical references (p. 185-213).
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Books on the topic "After-school"

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Nelson, May. After school. New York, N.Y: Scholastic, 2007.

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Townsend, Peter. After school. Wisbech: Learning Development Aids., 1988.

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Mizushiro, Setona. After school nightmare. [S.l.]: Go! Comi, 2007.

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Mizushiro, Setona. After school nightmare. [Agoura Hills, Calif.]: Go! Comi, 2008.

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After school nightmare. [Agoura Hills, Calif.]: Go! Comi, 2006.

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Moss, Marissa. After-school monster. New York: Puffin, 1993.

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After school session. Washington, D.C: Buck Downs Books, 2001.

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Christine, Schilling, Reaves Mallory, and Han Eva, eds. After school nightmare. [S.l.]: Go! Media Entertainment, 2008.

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After school nightmare. [Agoura Hills, Calif.]: Go!Comi, 2007.

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School after dark. New York: Knopf, 1991.

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Book chapters on the topic "After-school"

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Risby, Bonnie, and Annelise Palouda. "After School." In Logic Safari, 6. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236283-3.

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Krishnamurthi, Anita. "After School Science." In Encyclopedia of Science Education, 24–27. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_534.

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Fredrick, Ray N., Risto Marttinen, and Kelly C. Johnston. "REACH after-school." In Before- and After-School Physical Activity Programs, 96–107. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge studies in physical education and youth sport: Routledge, 2020. http://dx.doi.org/10.4324/9781003051909-8.

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Butty, Jo-Anne Manswell, Charlynn Small, Velma LaPoint, and Cheryl Danzy. "After-School Programs." In Encyclopedia of Cross-Cultural School Psychology, 100–102. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_16.

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Krishnamurthi, Anita. "After School Science." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_534-1.

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Durlak, Joseph A., Sasha R. Berger, and Christine I. Celio. "After-School Programs." In A Blueprint for Promoting Academic and Social Competence in After-School Programs, 43–62. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-79920-9_3.

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DuPaul, George J., Molly S. Daffner, and Aliza R. Jaffe. "School Reintegration After Illness." In Handbook of Pediatric Behavioral Healthcare, 287–300. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00791-1_21.

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Simpson, Anthony. "Sexual Lives after School." In Boys to Men in the Shadow of AIDS, 61–90. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620711_4.

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Laats, Adam. "School Legislation after Scopes." In Fundamentalism and Education in the Scopes Era, 99–120. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230106796_7.

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Shernoff, David J. "Model After-School Programs." In Advancing Responsible Adolescent Development, 291–314. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7089-2_13.

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Conference papers on the topic "After-school"

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Yang, Ying, Yaling Sun, and Wenzheng Yang. "Study on Optimization of School Layout After Rural School Consolidation." In 2018 26th International Conference on Geoinformatics. IEEE, 2018. http://dx.doi.org/10.1109/geoinformatics.2018.8557058.

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Wilson, Laura D., Alex Diamond, and Michael de Riesthal. "Return to School After Sports-related Concussion." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.202.

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Ekong, Donald U. "An after-school robotics module for introducing elementary school students to engineering." In SOUTHEASTCON 2011. IEEE, 2011. http://dx.doi.org/10.1109/secon.2011.5752964.

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Bugalloy, Monica F., and Angela M. Kellyz. "An outreach after-school program to introduce high-school students to electrical engineering." In ICASSP 2015 - 2015 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2015. http://dx.doi.org/10.1109/icassp.2015.7179031.

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Kamargianni, Maria, and Amalia Polydoropoulou. "Exploring Teenagers' Travel Behavior for School and After-School Activities: Implications on Safety." In First International Conference on Transportation Information and Safety (ICTIS). Reston, VA: American Society of Civil Engineers, 2011. http://dx.doi.org/10.1061/41177(415)239.

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Morales González, María Alejandra, and Yulia Solovieva. "Professional motives in primary school teachers." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.21.

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The purpose of this study was to analyze the professional motives of primary school teachers and their relation to the teaching/learning process. This research relies on the historic. cultural paradigm and the activity theory, especially the categories of motives proposed by A. Leontiev and N. Talizina. The study was based on semi.structured interviews with a teacher and six students of the 6th grade of a private urban primary school. It also included analysis of their written narratives and a video recording of a class session. Our findings suggest a relationship between the teacher’s motives and the students’ learning process.
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DOBRILA, Mirela Carmen, and Constantin NECULAU. "The National Program School after School- Factual and Conceptual Premises. Educational and Legal Perspectives." In 12th LUMEN International Scientific Conference Rethinking Social Action. Core Values in Practice RSACVP 2019, 15-17 May 2019, Iasi, Romania. LUMEN Publishing house, 2019. http://dx.doi.org/10.18662/lumproc.156.

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ChanLin, Lih-Juan, Hong-Yen Lin, and Tze-Han Lu. "Online After-School Learning for Bridging the Digital Divide." In 2012 IEEE 12th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2012. http://dx.doi.org/10.1109/icalt.2012.34.

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Popa, Daniela. "The Need For After School Programs In Rural Communities." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.87.

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Baryakhtar, V. G., and Y. T. Bykovskyi. "STEM in Natural Science Education in After-School Education." In 2019 International Council on Technologies of Environmental Protection (ICTEP). IEEE, 2019. http://dx.doi.org/10.1109/ictep48662.2019.8968958.

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Reports on the topic "After-school"

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Arbreton, Amy J. A. Arbreton, Julie Goldsmith Goldsmith, and Linda Jucovy Jucovy. Gaining Ground: Supporting English Learners Through After-School Literacy Programming. Philadelphia, PA United States: Public/Private Ventures, February 2008. http://dx.doi.org/10.15868/socialsector.814.

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Campbell, Margo Campbell, Jean Grossman Grossman, and Becca Raley Raley. Quality Time After School: What Instructors Can Do to Enhance Learning. Philadelphia, PA United States: Public/Private Ventures, April 2007. http://dx.doi.org/10.15868/socialsector.560.

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Shugerman, Susan. A Case Study of After-School Activities in one School that is Making Progress in Closing the Achievement Gap. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1111.

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Galenson, David. The New York School vs. the School of Paris: Who Really Made the Most Important Art After World War II? Cambridge, MA: National Bureau of Economic Research, September 2002. http://dx.doi.org/10.3386/w9149.

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Arbreton, Amy J. A. Arbreton, and Karen E. Walker Walker. After-School Pursuits: An Examination of Outcomes in the San Francisco Beacon Initiative. Philadelphia, PA United States: Public/Private Ventures, March 2004. http://dx.doi.org/10.15868/socialsector.1982.

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Arbreton, Amy J. A. Arbreton, Molly Bradshaw Bradshaw, Julie Goldsmith Goldsmith, Linda Jucovy Jucovy, Sarah Pepper Pepper, and Jessica Sheldon Sheldon. Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative. Philadelphia, PA United States: Public/Private Ventures, February 2008. http://dx.doi.org/10.15868/socialsector.813.

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Kauh, Tina J. Kauh. AfterZone: Outcomes for Youth Participating in Providence's Citywide After-School System, Executive Summary. Philadelphia, PA United States: Public/Private Ventures, September 2011. http://dx.doi.org/10.15868/socialsector.13632.

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Soler-Hampejsek, Erica, Barbara Mensch, Stephanie Psaki, Monica Grant, Christine Kelly, and Paul Hewett. Skill retention after school-leaving: Analysis of data from the Malawi Schooling and Adolescent Study. Population Council, 2018. http://dx.doi.org/10.31899/pgy7.1029.

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Bühler, Christoph, and Dirk Konietzka. The transition from school to work in Russia during and after socialism: change or continuity? Rostock: Max Planck Institute for Demographic Research, April 2008. http://dx.doi.org/10.4054/mpidr-wp-2008-018.

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Kotloff, Lauren J. Kotloff. AfterZones: Creating a Citywide System to Support and Sustain High-Quality After-School Programs Executive Summary. Philadelphia, PA United States: Public/Private Ventures, April 2010. http://dx.doi.org/10.15868/socialsector.3994.

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