A Case Study of After-School Activities in One School That Is Making Progress in Closing the Achievement Gap

Autor/in	Shugerman, Susan Robin
Titel	A Case Study of After-School Activities in One School That Is Making Progress in Closing the Achievement Gap
Quelle	(2013), (212 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Portland State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-4443-8
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; After School Programs; Achievement Gap; Effective Schools Research; Low Income Groups; English Language Learners; Parent Attitudes; Teacher Attitudes; Disadvantaged; School Role; Access to Education; Barriers; Educational Resources; Educational Opportunities; Program Effectiveness; Program Evaluation; Student Improvement; Program Improvement; Educational Practices + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schulforschung; Elternverhalten; Lehrerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsmittel; Bildungsangebot; Bildungschance; Programme evaluation; Programmevaluation; Bildungspraxis
Abstract	Closing the achievement gap has been a national conversation for several decades and a priority for educators and researchers. By looking closely at one school which is showing exceptional success with closing the achievement gap for low income students and English language learners, this study seeks to understand how school personnel and parents view after-school activities and ways in which those activities may be impacting students who are making significant gains in spite of the achievement gap. After-school activities have been shown to bring many positive outcomes for students. That said, there is much that we do not yet know about what takes place at the intersection of schools and after-school activities. To maximize after-school opportunities for disadvantaged students and use or redirect existing resources most effectively, we need to ask and understand how schools perceive their role vis-à-vis after-school activities. We also need to explore how school personnel and parents perceive access and barriers to participation in after-school activities. Using secondary data from a large on-going study, this case study asks how one school understands engagement with after-school providers to bolster those students who may have the most to gain from such enrichment in the form of the many opportunities after-school resources can offer. This study will contribute to our understanding of how after-school resources can support success for low income and English language learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01