Annotated Bibliography
Computers & Technology
Goodman, S. (2003). Teaching youth media. A critical guide to literacy, video production, and social change. New York: Teachers College Press
A book that explores the power of using media education to help urban teenagers develop their critical thinking and literacy skills. Of special interest is a discussion of the role of afterschool programs and media literacy.
Making the MOST of Out-of-School Time: Technology's Role in Collaboration (1997). Wellesley, MA: National Institute for Out-of-School Time.
This paper suggests ways that communities can use technology to develop networks that support out-of-school time activities. The paper includes a listing of national technology resources related to the issue of children's out-of-school time.
Morton, J. G. (1998). Kids on the 'net. Portsmouth: Heinemann.
This is an easy-to-use guide to help explore the potential of the internet in education. The writer, a classroom teacher, describes how she integrated computers with a variety of projects, and how this supported her students' literacy and thinking abilities.
Curriculum Development/Instructional Approaches
Brite, J., Jaglinski, M. (2001). Art After School. Community Arts Consultants.
A guide for integrating arts programming into afterschool programs. Covers all aspects including financial plans and budgets, staffing, using artists as teachers, planning projects, area school, business and community collaborations, fundraising, writing and administering grants and how to initiate and conduct a publicity campaign for your program. The authors include sample art projects and resource list.
Bany-Winters, L. (1997) On stage. Theater games and activities for kids. Chicago, Illinois: Chicago Review Press, Incorporated
Acting and theater games help people of all ages focus and and improve their writing and communication skills. This book is designed to help children learn by doing. The goal of the activities are that children will learn how to express themselves with their voice and their bodies in addition to learning to interact socially and gain confidence through public expression.
Gamburg, R. (1987). Learning and Loving It: Theme Studies in the Classroom. Portsmouth: Heinemann.
A project-based approach to curriculum development that helps to promote youth's community involvement, critical thinking and problem-solving abilities. While written for school-based instruction, ideas and activities in this book may easily be modified for the after school context.
Haas-Foletta, K. and Cogley, M. (1990). School-age Ideas and Activities for After School Programs. Nashville: School-Age NOTES.
A compendium of projects and activities for children in an after-school context, including guidelines on developing a multicultural curriculum, including tips for suceessfitl field trips, good teacher/parent communication, conflict resolution and problem solving. Also contains a resource and publications guide.
Kreidler, W. J., Furlong, L. (1994). Adventures in Peacemaking: A Conflict Resolution Activity Guide for School-Age Programs. Nashville: School-Age NOTES.
This book provides hundreds of activities, ideas, and tips for creating a "Peaceable Program" designed to meet the unique needs of after school and summer programs, camps, and recreation centers. Children learn conflict resolution skills through fun, engaging activities that include drama, cooperative challenges, cooking, and art.
Faber, A., Mazlish, E. How to talk so kids will listen & listen so kids will talk. Nashville: School-Age NOTES.
Updated information on how to get children's attention, name feelings, explore alternatives to punishment, and encourage cooperation and independence. The simplified explanations help make this an excellent training resource.
Routman, Regie, (1994). Invitations. Changing as teachers and learners K-12. Portsmouth, Nil: Heinematm.<
A valuable book for educators at youth programs who want to know about basic literacy theory and practice. The book covers a wide range of topics, including thematic curricula, classroom management, spelling and skills work, to name a few. The book includes not only a discussion of literacy foundations, but also practical suggestions, lessons, and activities.
School's out, kids in: Developing an education-based after-school program. New York: Brooklyn Children's Museum.
A guide for developing an after-school theme-based curriculum. Presents a rationale for using themes, how to develop themes that build upon young people's interests and provides activities and project ideas for themes such as "Family Objects," "Build a Neighborhood" and "Water in Motion." The guide also suggests ways after school programs can use museums for field trips and as resources in program development.
Siegler, I., Torgerson, K. (1994). Doodles and oodles of art. Hands-on, process-oriented art experiences from everyday materials. Carthage, IL: Teaching & Learning Company<
This book presents more than 100 unique hands-on, process-oriented art projects that use easy-to-find and inexpensive materials. Good for afterschool programs with small budgets.
Singer, J. Y. (1992). People, parks and rainforests. Childhood Education, 68:05.
An article that describes a project at a community-based after-school program in which children researched rainforests; created a scale model, and got involved in the ecology of their local park.
Terzian, A. (1993) The kids' multicultural art book. Art & craft experiences from around the world. Charlotte, Vermont: Williamson Publishing
The arts and crafts shown in this book are from many different cultures and traditions around the world, including the Spanish-speaking world, Africa, Asia, as well as the United States and Canada. Kids can start the journey of exploring other cultures and have fun by creating its arts and crafts simply by using paper, glue, markers, and odds and ends found around most homes.
Diversity
Cooper, C. R., Denner, J., & Lopez, E. M. (1999). Cultural brokers: Helping latino children on pathways toward success. The future of children. When school is out, 09, 02, published by The David and Lucile Packard Foundation. 51-57.
An article that identifies the values and challenges of Latino immigrant youth and articulates how staff at community centers, particularly young adult staff, can serve as cultural bridges between the home community and other community institutions.
Ladson-Billings, G. (1994). The dreamkeepers. Successful teachers of African-American children. San Francisco: Jossey-Bass Publishers.
An in-depth ethnographic study of several teachers of different ethnicities who are considered successful teachers of African-American children. The author identifies what are common characteristics of these teachers, and of what culturally-relevant teaching consists.
Lee, E., Menkart, D., and Okazawa-Rey, M. (eds.) (1998). Beyond heroes and holidays: A practical guide to K-12 anti-racist, multicultural education and staff development. Washington, D.C.: Network of Educators on the Americas.
This is a valuable book filled with essays and articles, staff development and training ideas, curriculum and activities on the topic of how to create a learning environment that respects and celebrates diversity. In addition, the text includes ways of incorporating issues of diversity and equity into content areas such as mathematics and science and how to incorporate the uses of technology.
Evaluation/Assessment
Fetterman, D. M., Kaftarian, S. J. and Wandersman, A. (Eds.) (1996). Thousand Oaks: SAGE Publications.
A collection of essays by evaluators from academia, government, and nonprofits that explore empowerment evaluation, a method for using evaluation to foster improvement and build organizational capacity. Discusses specific contexts for evaluation including a resistant environment in addition to providing specific tools to help evaluators.
Handbook of positive youth outcomes and Assessment tools. Network for Youth Development. Fund for the City of New York. To order: (212) 925-6675.
Guidebooks developed by members of the Network for Youth Development, a collection of youth programs in New York. The outcomes book provides a guide to help in the design of a program assessment, while the tools booklet provides actual instruments which may be used for program assessment.
King, J. A., Morris, L. L. and Fitz-Gibbon, C. T. (1987). How to Assess Program Implementation. Newbury Park, CA: Sage Publications.
Part of a series on program evaluation, this book addresses program implementation, that is, "how the program looks in operation." The book includes help in devising methods of assessment such as interviews, questionnaires and observations.
Participatory evaluation in the after-school program. A practical guide. (2002). New York: The Robert Bowne Foundation.
This book describes a participatory evaluation project that was a joint effort of the United Neighborhood Houses and the Riverdale Neighborhood House. The Guide describes the development of Riverdale's logic model, documents the evaluation process, and shares easy methods for identifying and measuring program outcomes.
Patton, M. Q. (1997). Utilization-focused evaluation: The new century text. (3rd Edition). Thousand Oaks: SAGE Publications.
A comprehensive guide to evaluations, including how to identify the primary users of evaluation, methods of evaluation, data analysis and presentation of findings. The book uses case studies and provides concrete strategies for working in diverse settings.
Weinbaum, A. (1996). Participatory assessment in afterschool programs. Summary report. New York: Academy for Educational Development.
The summary report of a two-year participatory assessment project in which staff at four after school programs in New York developed their own questions, designed assessment tools and conducted their own program assessments.
Program Design & Management
Bergman, A.B. & Greene, W. (1995). The Complete School-Age Child Care Resource Kit. West Nyack, N.Y.: The Center for Applied Research in Education.
A comprehensive text for those just starting after school programs, in addition to being a resource for those already in the field. The book covers needs assessment, community organizing, and foundations of program planning. Finally, the book includes lessons that may be copied by individual youth workers at their own programs.
Davidson, J. and Koppenhaver, D. (1988). Adolescent Literacy: What Works and Why. New York: Garland Publishing, Inc.
A national study of youth education programs focusing on programs that incorporate language arts instruction. Provides program descriptions and program planning suggestions. Especially of note are suggestions for summer programming.
Hatch, T. and Blythe, T. (1997). More than a place to go: Creating and sustaining effective afterschool programs. Harvard Project Zero. Cambridge, MA. To order: (617) 495-4342.
Case studies of two after school programs. Of special interest are chapters on "educational and engaging activities," particularly resources for project-based curriculum development and suggestions for documenting and assessing program quality.
Homework Assistance & Out-of-School Time: Filling the Need, Finding a Balance (1998). Wellesley, MA: National Institute for Out-of-School Time, MOST Initiative.
Designed to help out-of-school programs think through their role in providing homework assistance, the paper serves as a guide to help programs make good decisions as they work to find answers to questions such as: what does the research say about homework? What are children, staff, schools and families thinking about homework? How can we develop an appropriate homework policy?
Hull, G., Schultz, K. (Eds.) (2002). School's Out! Bridging out-of-school literacies with classroom practice. New York: Teachers College Press.
A collection of essays written by literacy researchers and afterschool practitioners on the uses of literacy during the out-of-school time, and linkages between afterschool and in-school practices.
Isbell, R. (1994). The complete learning center book. Nashville: School-Age NOTES.
An illustrated guide for 32 learning centers that can be adapted for school-age environments. Covers many unique themes such as the Space Center, Greenhouse Center, Environmental Awareness Center, Toy Workshop Center, and more. Offers plans for the layout and design of the centers, complete equipment lists, and suggested activities.
Kids' Time. A School-Age Care Program Guide. (1994). Sacramento: California Department of Education.
A comprehensive guide to setting up a before school or after school program. The book includes chapters on developmental stages of children as they relate to childcare, behavior management, and children with special needs. The appendices of the book include reproducible tables and forms such as a parent intake survey, staff training assessment and planning form, and a chart demonstrating activities that integrate several developmental areas.
Richard, M. (1991). Before and After School Programs. A Start-Up and Administration Manual. Nashville: School-Age Notes.
This book is a good tool for any manager or supervisor at an after school program, covering essential issues in program management, including child care licensing, insurance, budgets and payroll, and staff recruitment and procedures. Contains actual forms that can be reproduced for the purposes of specific child care programs for which the book was purchased.
Seligson, M. and Allenson, M. (1993). School-Age Child Care: An Action Manual for the 90s and Beyond. Second Edition. Westport, CN: Greenwood Press focus on modern aspects.
This is a guide to planning and managing care for school-aged youth. The present volume incorporates the authors' updated research and a decade of practical experience with the School-Age Child Care Project at Wellesley College. Drawing on current program models and proven methods of practice, the authors address the potential of school-age care--making this manual a resource for providers, administrators, and practitioners
Sisson, L. G. (1990). Kids Club: A School-Age Program guide for Directors. Nashville: School-Age Notes.
This book describes a specific school-age program, the Edina Kids Club, but can serve as a guide to and model for other youth programs. The book begins with the program mission and statement of goals, followed by chapters such as "The Environment," "Activities," and "Supervision of paraprofessional staff" Of special interest is how the program philosophy is woven into all aspects of the program.
Research and Policy
After-school care in brief. (1998). Washington, D.C. The National Assembly for Voluntary Health and Social Welfare Organizations. Copies of this publication may be ordered at the website www.nassembly.org.
This policy statement undertaken by the National Assembly, contains several testimonies before Congressional staff on the needs for afterschool care by experienced professionals.
Bernard, B. (1996). Resilience Research. A Foundation for youth development. New Designs for Youth Development, Summer. pps. 4-10.
An article that describes resilience research, and provides a rationale for why fostering resilience is so critical for youth development, and summarizes the key ingredients, i.e., caring relationships, high expectations, and opportunities for participation.
Bringing education into the afterschool hours (1999). Washington, D.C.: U.S. Department of Education. Partnership for Family Involvement in Education. For a free copy, cal 1-800-USA-LEARN or email: Partner@ed.gov.
This publication by the U.S. Department of Education provides a description of ways that education can be integrated into afterschool programs. The publication covers reading, mathematics, the arts, college preparation, and technology, and provides actual descriptions of programs that excel in these areas. The publication also provides many resources and contacts for those that want more information.
Ellowitch, A., Griswold, K., Hammer, M., Shelton, D., Townsend, L.O. and Wolfe, M. (1991). Portraits of Youth Programs. Education After School. New York: Institute for Literacy Studies, Lehman College, City University of New York.<
In-depth case studies of three after-school youth programs in New York City which incorporate literacy into after school activities. The program descriptions are valuable in that they capture the complexities of program change and how long such change often takes.
The future of children, when school is out. 09, 02, 4-20. Los Altos, CA: The David and Lucile Packard Foundation.<
A collection of essays covering the developmental needs of children during the non-school hours, afterschool program descriptions and typologies, along with additional essays on policy implications.
Heath, S. B. (2001). Three's not a crowd: Plans, roles, and focus in the arts. Educational researcher, 30, 07, October, 10-17.
An article that articulates how the arts in afterschool programs can serve as a springboard for youth exploring identities. In addition, engaging in the arts allows youth to learn skills that can be transferred to professional work environments.
Heath, S. B. & McLaughlin, M.W. (1994). Learning for anything everyday. Journal of Curriculum Studies, 26, (05), 471-489.
An article describing how activities designed for youth at community based programs are prime examples of what is called "authentic" curricula. The authors explain how these "organizational environments" support youth development and can serve as models for schools interested in changing their curricula to better engage youth.
Heath, S. B. & McLaughlin, M.W. (1996). The best of both worlds: Connecting schools and community youth organizations for all-day, all-year learning. In J.G. Cibulka & W. J. Kritek (Eds.). Coordination among schools, families, and communities. Albany: SUNY Press.
A chapter from a book on school-community connections that describes ways that schools and community-based organizations can build upon the strengths of each. other and "incorporate the attributes of the learning environments youth find most effective."
Hull, G., Schultz, K (Eds.)(2002). Schools Out! Bridging out-of-school literacies with classroom practice. New York: Teachers College Press.
A collection of essays from researchers studying literacy use during the non-school hours, drawing upon theories of critical literacy, activity theory, and socio-historical theory. Section III of the book are articles specifically about literacy practices in afterschool youth program.
Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 01.<
This article attempts to blend the philosophy of youth development with that of psycyhology by measuring the growth of initiative during structured voluntary activities during the afterschool hours.
McLaughlin, M. W. and Heath, S.B. (1993). Identity and Inner City Youth: Beyond Ethnicity and Gender. New York: Teachers College Press.
The results of a five-year research project investigating after school programs across the U.S. Of particular interest arc suggested key components of any successful program serving youth out-of school, and their connection to youth policy. Other chapters describe specific practices of youth organizations that support youth development.
McLaughlin, M.W., Irby, M.A. and Langman, J. (1994). Urban sanctuaries. Neighborhood organizations in the lives and futures of inner-city youth. San Francisco: Jossey-Bass Publishers.
Based on a five-year study of youth organizations, this book is an attempt to profile the programs and the staff of organizations, and to analyze their effectiveness. The book provides case studies of youth involved in community based organizations, and also the adults with whom they interact and youth programs.
Merry, S. (2000). Beyond home and school: The role of primary supports in youth development, September. Chicago, Illinois: Chapin Hall Center for Children at the University of Chicago.
A paper on primary supports, defined as the "full array of programs places and activities beyond schools that are available to and appropriate for all children and their families, and that supplement the family's own capacity to promote its children's safe and healthy development. The study surveyed a range of agencies and was able to create taxonomy of programs, such as self-enhancement, recreation, and career exploration.
Noam, G., Biancarosa, G., Dechausay, N. (2003). Afterschool Education. Approaches to an emerging field.
A survey of the current afterschool landscape and identification of some of the key issues in the field, such as the complex relationships between schools and afterschool programs. Also establishes a theoretical framework for examining the relationships between the community institutions.
Pittman, K. (1991). Promoting youth development. Strengthening the role of youth-serving and community organizations. Academy for Educational Development, Center for Youth Development and Policy Research. Washington, D.C.
A policy paper outlining the vision and principals of youth development and its relationship to the roles of community organizations.
Pittman, K. & Cahill, M. (1992). Youth and caring: The role of youth programs in the development of caring. Commissioned Paper for Lilly Endowment Research Grants Program on Youth and Caring. Presented at Youth and Caring Conference, February, 1992, Miami, Florida. Washington, D.C.: Academy for Educational Development, Center for Youth Development and Policy Research.
A policy paper articulating how youth programs promote youth development, in particular the "cultivation" of young people who are able to "convey and promote caring." The paper includes concrete examples of program activities.
A Matter of Time: Risk and Opportunity in the NonSchool Hours. (1992). New York: The Carnegie Corporation.
A ground-breaking report from the Task Force on Youth Development and Community Programs, this policy document provides concrete suggestions for program development. Provides evidence of the importance and value of after-school programming for youth.
New Directions for Youth Development. Youth Participation: Improving Institutions and Communities. (2003). Benjamin Kirshner (Editor), Jennifer L. O'Donoghue (Editor), Milbrey McLaughlin (Editor). Jossey-Bass.<
A collection of essays that explore the role of youth participation in youth development, and a description of programs that actively engage youth in decision-making, social justice and evaluation.
Positions for youth: Public policy statements of the National Collaboration for Youth, (1999). Washington, D.C.: National Assembly for Voluntary Health and Social Welfare Organizations. Copies of this low-cost publication may be ordered from the website www.nassembly.org.
A policy document created by the National Assembly outlining policy positions developed and approved by the membership of the National Collaboration for Youth (NCY), which can provide youth organizations with a framework for fair, informed, and productive discourse.
Safe and Smart: Making After-School Hours Work for Kids, (1998). Washington, D.C.: U.S. Department of Education and U.S. Department of Justice. Partnership for Family Involvement in Education.
A policy paper that provides a rationale for the importance of after school programs. Provides descriptions of exemplary after school programs, in addition to a list of resources and materials. Text may be downloaded from U.S. Dept of Education web site at www.ed.gov. In addition, text may be photocopied and reprinted.
Wynn, J., Richman, H., Rubinstein, R. A., and Littell, 1. (1987). Communities and Adolescents: An exploration of reciprocal supports. Chicago: Chapin Hall Center for Children and Families.
A policy paper that reviews research on the supports needed for adolescent development and the contexts which provide these supports. The paper examines in depth the nature of communities as contexts for strengthening the capacity of youth, and conununity youth organizations in particular.
Staff Development and Training
Core competencies for youth workers. Networks for Youth Development. The Fund for the City of New York. To order: (212) 925-6675.
A booklet that lists the "skills, knowledge, and personal attributes" that youth workers need. This list was developed by members of the Network for Youth Development, a group of youth programs in New York. The competencies may be used as a guide when designing training and staff development for youth workers.
Christian, S. and Tubesing, N. L. (1997). Instant icebreakers. 50 powerful catalysts for group interaction and high-impact learning. Duluth, MN: Whole Person Associates, Inc.
Understanding group process is key to successful professional development activities. This book provides a plethora of icebreakers that help to introduce group members, build group cohesion, and promote self-awareness. A great book to have in a staff developer's toolbox.
Hill, S. (2000). A tale from the youth field. Using stories to understand community-based youth programs. Afterschool Matters, 01, 01.
An article that describes and analyzes an experience between a volunteer at an afterschool program and a little girl who is having trouble at school. The article identifies some key issues in the "tale," which can help to understand salient features across afterschool programs.
Hill, S., Ingalls, S., Lawrence, A., Shevin, J. and Townsend, L. (1995). Supporting Community Learning: A Staff Development Guide for After School Youth Education Programs. New York: Institute for Literacy Studies, Lehman College, CUNY.
A collection of staff development workshops designed for youth practitioners in after school programs. The workshops cover topics such as reading, study strategies, integrating literacy and the arts and program assessment. Narratives by workshop facilitators describe how workshops were developed, and describe actual workshop activities with youth educators. Includes resources and bibliographies.
Additional Resources/Organizations
International Reading Association (IRA)
A professional association of literacy practitioners. Holds an annual conference and forums and is a participant in the International Literacy Network. Members receive journals and other publications. The website, www.reading.org, is full of resources, links, and policy and advocacy information.
National Institute for Out-of-School Time (NIOST)
The National Institute on Out-of-School Time, at the Center for Research on Women at Wellesley College, is a research, advocacy, and technical assistance/training organization. They are involved in policy and awareness campaigns in addition to increased standards and professional recognition for the field. For more information call (781)283-2547 or visit their website, www.niost.org.
Partnership for After School Education (PASE)
A network for afterschool practitioners. Provides free training opportunities, quarterly forums, and a low-cost annual conference. PASE has created a comprehensive map of afterschool programs in New York City which can be accessed on their website, www.pasesetter.com. It also posts a jobs bulletin on its website and publishes The PASEsetter, a quarterly newsletter. To Order or get on the mailing list: (212) 571-2664.
Program in Afterschool Education and Research (PAER)
Based in Harvard University's School of Education, PAER is a research and technical assistance organization in the area of afterschool education. While working with Boston-based afterschool initiative, PAER also has a demonstration site at a New York City Beacon, and is collaborating on a project-based curriculum with Harvard's Project Zero and The After School Corporation. Descriptions of all its projects can be found on its website, as well as articles and other resources.
School-Age Notes: The Newsletter for School-Age Care Professionals
A monthly newsletter that provides ideas, strategies, tips and techniques for working with youth includes activities, conflict management, administration, training, advocacy and resources. (1-year subscription - 12 issues $22.95). (800) 410-8780. To order subscription: School-Age Notes, P0 Box 40205, Nashville, TN 37204.
The After School Corporation (TASC).
TASC funds many afterschool programs in New York City, and provides training and technical assistance to its own TASC-supported agencies. In addition to funding programs, TASC conducts research and policy efforts, and advocacy resources and other materials, which can be used by any program, can be found on its website.
Youth Today
A trade newspaper reporting on national youth policy in addition to focusing on individual programs. The paper includes sections on resources, research, funding, and grants information. To order: 1200 17 St., N.W. 4th Fl. Washington, D.C. 20036-3006.
ORDERING: To order books and materials for your program, a good source is School-Age Notes Catalogue (800) 410-8780 or www.schoolagenotes.com, in addition to educational bookstores, such as Bank Street Bookstore in New York. Many of the books may be ordered on the internet at any of the internet bookstores such as Amazon.com or Barnes & Noble.com. Many of the articles can be found on the internet, or on file at The Robert Bowne Foundation , 212 931-1895.
