Leadership of Afterschool and Supplemental Education Creating Seamless Pathways to Post-Secondary Life.docx
《Leadership of Afterschool and Supplemental Education Creating Seamless Pathways to Post-Secondary Life.docx》由会员分享,可在线阅读,更多相关《Leadership of Afterschool and Supplemental Education Creating Seamless Pathways to Post-Secondary Life.docx(199页珍藏版)》请在课桌文档上搜索。
1、Leadership of Afterschooland Supplemental EducationCreating Seamless Pathways toPost-Secondary LifeHazel M. CarterLeadership ofAfterschool and Supplemental EducationThis book explores the design and implementation of effective supplementary education programs that best prepare students for post-seco
2、ndary life. Drawing from research and best practice in the fields of supplementary and afterschool education, youth development, and school-college-community partnerships, this book outlines a balanced approach to viewing supplementary education and community-based programs, which when designed alon
3、gside classroom learning, can meet the needs of underserved youth. This book challenges aspiring educational leaders to confront the traditional approach to curriculum as the sole purview of the classroom and instead positions supplementary education as a tool to improve schools and student success.
4、Chapters discuss designing, implementing, and sustaining supplementary education programs that positively impact the social, emotional, and academic development of secondary school students, as well as effective strategies for developing stronger connections with the community. This text is designed
5、 for use in graduate preparation programs in educational leadership and includes pedagogical features such as learning objectives, reflective exercises, portfoliobuilding activities, and alignment to educational leadership standards.Hazel M. Carter is Associate Professor of Educational Leadership ar
6、 the City College of New York, USA.Taylor FrancisTaylor & Francis GroupLeadership of Afterschool and Supplemental EducationCreating Seamless Pathways toPost-Secondary LifeHAZEL M. CARTERRoutledgeTaylor & Francis GroupNFW YORK AND IONDONCover image: Getty ImagesFirst published 2023by Routledge605 Thi
7、rd Avenue, New York, NY 10158and by Rourledge4 Park Square, Milton Park, Abingdon, Oxon, 0X14 4RNRoutledge is an imprint of the Taylor & Francis Group, an informa business 2023 Hazel M. CarterThe right of Hazel M. Carter to be identified as author of this work has been asserted in accordance with se
8、ctions 77 and 78 of the Copyright, Designs and Patents Act 1988.All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any informat
9、ion storage or retrieval system, without permission in writing from the publishers.Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.Library of Congress Cataloging-in-Publication Da
10、taA catalog record for this title has been requestedISBN: 978-0-367-63981-5 (hbk)ISBN: 978-0-367-64093-4 (pbk)ISBN: 978-1-003-12213-5 (ebk)DOI: 10.4324/9781003122135Typeset in Sabonby Deanta Global Publishing Services, Chennai, IndiaThis book is dedicated to two very special people. First, to my son
11、 JeromeCarter, who as a child inspired me to seek out quality out-of-schoolexperiences which allowed him to thrive and to become whole. And to mysister, Alsuna Millington, who steadfastly continues to be my rock of support.Taylor FrancisTaylor & Francis GroupCONTENTSForeword viiiPreface iAcknowledgm
12、ents xixCHAPTER 1CHAPTER 2Gaps in Services, Infrastructure, and Opportunities 1Using Youth Development to ReframeSupplemental Education: Developing aConceptional Framework for Student Success 19CHAPTER 3Enlisting Community Support for SupplementalEducation 40CHAPTER 4Reconfiguring the Role of School
13、 Support Staff:Lessons from the Community 58CHAPTERSImpact of Afterschool Education on CollegePersistence 79CHAPTER 6Partners in Lifelong Learning: Engaging Parents and Families in the Success of Children 111CHAPTER 7Students Taking the Lead: The Importance ofPeer Mentoring 124CHAPTER 8Expanding STE
14、M Education Opportunities through Supplemental Education 140CHAPTER 9Funding Afterschool and SupplementalEducation Programs 158CHAPTER 10Some Concluding Thoughts 170Appendix A: LaGuardia Community CoIIegeZQueens Urban Partnership GEAR UP Activities 175Appendix B: Middle Grades Report 178Af)PendiX C:
15、 GEAR UP Afterschoolz Saturday, and SummerStudent Programs 193Index 196VllFOREWORDAfterschool programs, in spite of whether they are theme-focused or comprehensive in their approaches, offer the kinds of supportive environments necessary and invaluable for adolescents to have access to adults, oppor
16、tunities to become learners, and options to improve their life trajectories.The newly published book, Leadership of Afterschool and Supplemental Education, comes at a most opportune time for everyone with an interest in identifying creative and informed ways to keep youth engaged in learning, especi
17、ally youth who do not necessarily have positive reference groups in their immediate environments and therefore may be motivated neither to even enter nor graduate from high school. The author acknowledges that while schools are essential for promoting and preparing youth for adulthood and life, scho
18、ols are rarely equipped to provide the essential social, emotional, and even academic tools needed today by young people in middle and high schools. Many youth, especially youth of color, have little or no access to the special skillset required for successful participation in todays society. Howeve
19、r, if and when they participate in high-quality afterschool programs, their academic and social-emotional needs will be met by a range of caring adults who may be counselors, teachers, mentors, or even peers.Many essays, articles, rhe media, and other voices have pondered about the loss of learning
20、for children and youth nationwide because the COVID pandemic has lasted so long. Prior to COVID, the focus was usually on usum- mer loss,especially as observed in children and youth from communities that were struggling economically and socially. Aware of the remarkable work being accomplished and t
21、he positive results being achieved by numerous afterschool programs, the answer, to me, was obvious: fund and expand afterschool programs to improve student learning across the grades. I was therefore heartened to read Dr. Carters statement that uthe interruption in learning brought about by the Cov
22、id pandemic has shown us that supplemental education is even more critical in helping students meet their academic needsw.We are presented with evidence from the research and her own observations about how adolescents learn best and how they may be engaged in learning; the need for their teachers to
23、 be knowledgeable about adolescent growth and development; and the importance of their own continued professional development. Every element critical to the learning, planning, and implementation of afterschool programs, also known as supplementary education, has been identified and its results/impa
24、ct amplified through vignettes from existing programs. The inclusion of lessons learned at the end of each chapter will be invaluable to the field of afterschool education and especially to organizations like PASE whose founding goal in 1993 was to meet the training needs of multiple level employees
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- Leadership of Afterschool and Supplemental Education Creating Seamless Pathways to Post-Secondary Li
链接地址:https://www.desk33.com/p-173989.html