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.