Quality at the Point of Service: Profiles of Practice in After-School Settings
Purchase on Springer.com
$39.95 / €34.95 / £29.95*
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.
A unique observational data set was used to explore quality at the point of service in after-school programs. Staff practices in after-school settings were represented on a series of unidimensional scales closely indexed to staff behavior. In order to account for heterogeneity of staff performances, pattern-centered methods were used to construct profiles of common staff practices. Results revealed six pedagogy profiles that were classified in terms of three broad types of performances delivered by after-school staff: (1) positive youth development, (2) staff-centered, and (3) low-quality. Staff membership in these profiles was not related to youth-staff ratio. However, results revealed significant differences between the profiles on the content of the offering and the age of youth in the setting.
- Bartko, T. W., & Eccles, J. S. (2003). Adolescent participation in structured and unstructured activities: A person-oriented analysis. Journal of Youth and Adolescence, 32, 233–241. CrossRef
- Bergman, L. R., & El-Khouri, B. M. (2002). SLEIPNER: A statistical package for pattern-oriented analyses. Version 2.1. Stockholm: Stockholm University, Department of Psychology. (Manual).
- Bergman, L. R., Magnusson, D., & El-Khouri, B. M. (2003). Studying individual development in an interindividual context: A person-oriented approach. Mahwah, NJ: Erlbaum.
- Blazevski, J., & Smith, C. (2007). Inter-rater reliability on the youth program quality assessment. Ypsilanti, MI: High/Scope Educational Research Foundation.
- Blyth, D. (2006). Toward a new paradigm for youth development. New Directions for Youth Development: Rethinking Programs for Youth in the Middle Years, 112, 25–44.
- Bodilly, S., & Beckett, M. K. (2005). Making out-of-school-time matter: Evidence for an action agenda. Santa Monica, CA: Rand.
- Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington DC: National Research Council, Commission on Behavioral and Social Sciences and Education, Committee on Developments in the Science of Learning. National Academy Press.
- Bronfenbrenner, U. (1999). Environments in developmental perspective: Theoretical and operational models. In S. L. Friedman & T. D. Wachs (Eds.), Measuring environment across the life span (pp. 3–28). Washington, DC: American Psychological Association. CrossRef
- Cairns, R. B., & Rodkin, P. C. (1998). Phenomena regained: From configurations to pathways. In R. B. Cairns, L. R. Bergman, & J. Kagan (Eds.), Methods and models for studying the individual: Essays in honor of Marian Radke-Yarrow (pp. 245–264). London: Sage.
- Diamantopoulos, A., & Siguaw, J. A. (2006). Formative versus reflective indicators in organizational measure development: A comparison and empirical illustration. British Journal of Management, 17, 263–282. CrossRef
- Durlak, J. A., & Weisberg, R. P. (2007). The impact of after-school programs that promote personal and social skills. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
- Early, D. M., Maxwell, K. L., Burchinal, M., Bender, R. H., Ebanks, C., Henry, G. T., et al. (2007). Teacher education, classroom quality, and young children’s academic skills: Results from seven studies of preschool programs. Child Development, 78, 558–580. CrossRef
- Eccles, J. S., & Gootman, J. A. (Eds.). (2002). Features of positive developmental settings. Community programs to promote youth development (pp. 86–118). Washington, DC: National Research Council and Institute of Medicine, Committee on Community-Level Programs for Youth, Board on Children, Youth, and Families. National Academy Press.
- Eccles, J. S., & Midgley, C. M. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In R. E. Ames & C. Ames (Eds.), Research on motivation in education: Goals and cognitions (Vol. 3, pp. 139–186). NY: Academic Press.
- Eccles, J. S., Early, D., Fraser, K., Belansky, E., & McCarthy, K. (1997). The relation of connection, regulation, and support for autonomy to adolescents’ functioning. Journal of Adolescent Research, 12, 263–286. CrossRef
- Fletcher, A. C., Nickerson, P., & Wright, K. L. (2003). Structured leisure activities in middle childhood: Links to well-being. Journal of Community Psychology, 31, 641–659. CrossRef
- Granger, R., Durlak, J. A., Yohalem, N., & Reisner, E. (2007). Improving after-school program quality. Unpublished manuscript, W. T. Grant Foundation, New York.
- Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949–967. CrossRef
- Hansen, D. M., Larson, R. W., & Dworkin, J. B. (2003). What adolescents learn in organized youth activities: A survey of self-reported developmental experiences. Journal of Research on Adolescence, 13, 25–55. CrossRef
- Intercultural Center for Research in Education, National Institute on Out-of-School Time. (2005). Pathways to success for youth: What counts in after-school. Arlington, MA: United Way of Massachusetts Bay.
- Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8. Chicago: Scientific Software International.
- Karoly, L. A., Ghosh-Dastidar, B., Zellman, G. L., Perlman, M., & Fernyhough, L. (2008). Prepared to learn: The nature and quality of early care and education for preschool-age children in California. Santa Monica, CA: Rand.
- Larson, R. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170–183. CrossRef
- Larson, R., Walker, K., & Pearce, N. (2005). A comparison of youth-driven and adult-driven youth programs: Balancing inputs from youth and adults. Journal of Community Psychology, 33, 57–74. CrossRef
- Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., & Martin-Glenn, M. L. (2006). Out-of-school time programs: A meta-analysis of effects for at-risk students. Review of Educational Research, 76, 275–313. CrossRef
- LoCasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, D. M., et al. (2007). Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly, 22, 3–17. CrossRef
- Magnusson, D. (2003). The person approach: Concepts, measurement models and research strategy. New Directions for Child and Adolescent Development, 101, 3–23. CrossRef
- Mahoney, J. (2000). School extracurricular activity participation as a moderator in the development of antisocial patterns. Child Development, 71, 502–516. CrossRef
- Mahoney, J. L., Larson, R. W., Eccles, J. S., & Lord, H. (2005). Organized activities as developmental contexts for children and adolescents. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 3–22). Mahwah, NJ: Erlbaum.
- Marzano, R. J. (2001). Designing a new taxonomy of educational objectives. Thousand Oaks, CA: Corwin.
- Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., et al. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79, 732–749. CrossRef
- Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370–396. CrossRef
- NICHD Early Childhood Research Network. (2005). A day in third grade: A large-scale study of classroom quality, teacher, and student behaviors. Elementary School Journal, 105, 305–323. CrossRef
- Nye, B., Konstantopoulos, S., & Hedges, L. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26, 237–257. CrossRef
- Peck, S. C. (2007). TEMPEST in a gallimaufry: Applying multilevel systems theory to person-in-context research. Journal of Personality, 75, 1127–1156. CrossRef
- Peck, S. C., Roeser, R. W., Zarrett, N., & Eccles, J. S. (2008). Exploring the roles of extracurricular activity quantity and quality in the educational resilience of vulnerable adolescents: Variable- and pattern-centered approaches. Journal of Social Issues, 64, 135–155. CrossRef
- Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., et al. (2000). The children of the cost, quality, and outcomes study go to school: Technical report. Chapel Hill: Frank Porter Graham Child Development Center.
- Pianta, R. C. (2008). Developmental science and education: The NICHD study of early child care and youth development—Findings from elementary school. Unpublished Manuscript, University of Virginia.
- Pianta, R. C., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., et al. (2005). Features of pre-kindergarten programs, classrooms and teachers: Do they predict observed classroom quality and child–teacher interactions? Applied Developmental Science, 9, 144–159. CrossRef
- Russell, C. A., & Reisner, E. R. (2005). Supporting social and cognitive growth among disadvantaged middle-grades students in TASC after-school projects. Washington, DC: Policy Studies Associates.
- Shanahan, M. J., & Flaherty, B. P. (2001). Dynamic development of time use in adolescence. Child Development, 72, 385–401. CrossRef
- Smith, C., & Hohmann, C. (2005). Full findings from the youth PQA validation study. Ypsilanti, MI: High/Scope Educational Research Foundation.
- Smith, C., Akiva, T., & Henry, B. (2006). Quality in the out-of-school time sector: Insights from the Youth PQA Validation Study. In Paper presented at the Society for Research on Adolescence biennial meeting. San Francisco, CA.
- Smith, C., Akiva, T., Blazevski, J., & Pelle, L. (2008). Final report on the Palm Beach quality improvement system pilot: Model implementation and program quality improvement in 38 after-school programs. Ypsilanti, MI: High/Scope Educational Research Foundation.
- Tseng, V., & Seidman, E. (2007). A systems framework for understanding social settings. American Journal of Community Psychology, 39, 217–228. CrossRef
- von Eye, A., & Bogat, G. A. (2006). Person-oriented and variable-oriented research: Concepts, results, and development. Merrill-Palmer Quarterly, 52, 390–420. CrossRef
- Walker, J. A., Marczak, M., Blythe, D. A., & Borden, L. (2005). Designing youth development programs: Toward a theory of developmental intentionality. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 399–418). Mahwah, NJ: Erlbaum.
- Weikart, D. P., Epstein, A. S., Schweinhart, L., & Bond, J. T. (1978). The Ypsilanti preschool curriculum demonstration project: Preschool years and longitudinal results. Ypsilanti, MI: High/Scope Educational Research Foundation.
- Yohalem, N., & Wilson-Ahlstrom, A. (2007). Measuring youth program quality: A guide to assessment tools. Washington, DC: Forum for Youth Investment.
- Quality at the Point of Service: Profiles of Practice in After-School Settings
American Journal of Community Psychology
Volume 45, Issue 3-4 , pp 358-369
- Cover Date
- Print ISSN
- Online ISSN
- Springer US
- Additional Links
- After school
- Youth development
- Cluster analysis
- Quality assessment