Literaturnachweis - Detailanzeige
| Autor/inn/en | Wu, Heng-Chieh Jamie; Kornbluh, Mariah; Weiss, John; Roddy, Lori |
|---|---|
| Titel | Measuring and Understanding Authentic Youth Engagement: The Youth-Adult Partnership Rubric |
| Quelle | In: Afterschool Matters, (2016) 23, S.8-17 (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Youth; Adults; Cooperation; Social Justice; Youth Programs; Leadership; Scoring Rubrics; Observation; Program Effectiveness; Program Evaluation; Youth Leaders; Participative Decision Making; Mentors; Michigan |
| Abstract | Commonly described as youth-led or youth-driven, the youth-adult partnership (Y-AP) model has gained increasing popularity in out-of-school time (OST) programs in the past two decades (Larson, Walker, & Pearce, 2005; Zeldin, Christens, & Powers, 2013). The Y-AP model is defined as "the practice of (a) multiple youth and multiple adults deliberating and acting together (b) in a collective (democratic) fashion (c) over a sustained period of time (d) through shared work (e) intended to promote social justice, strengthen an organization and/or affirmatively address a community issue" (Zeldin et al., 2013, p. 388). Unlike traditional OST programs, in which youth are viewed as service recipients, the Y-AP model emphasizes that youth serve in meaningful leadership roles in the organization or program. Although the concept of Y-AP has been well received, implementing it without clear guidelines can be challenging. Therefore, Zeldin and colleagues (2013) put forth a theoretical framework to define and operationalize Y-AP. In their definition, the Y-AP model consists of four critical elements: (a) authentic decision making, (b) natural mentors, (c) reciprocal activity, and (d) community connectedness (Zeldin et al., 2013). This theoretical framework provides an invaluable starting point for elaborating and concretizing the concept of Y-AP and highlighting essential guidelines. To achieve quality and fidelity, various organizations have developed youth program quality assessments; see Yohalem, Wilson-Ahlstrom, Fischer, and Shinn (2009) for a summary of the available tools. These measures tap some aspects of Y-AP, such as youth leadership, relationships, staffing, and community linkages; however, no single tool, until now, captured the full complement of Y-AP core elements. The authors therefore developed a rubric for observing and assessing Y-AP quality, using the theoretical framework of Zeldin and colleagues (2013). Their hope is that this rubric will help promote Y-AP standards, program fidelity and assessment, and professional development of youth workers. (ERIC). |
| Anmerkungen | National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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