From After-School to Expanded Learning: A Decade of Progress

Autor/inn/en	Stonehill, Robert M.; Lauver, Sherri C.; Donahue, Tara; Naftzger, Neil; McElvain, Carol K.; Stephanidis, Jaime
Titel	From After-School to Expanded Learning: A Decade of Progress
Quelle	In: New Directions for Youth Development, (2011) 131, S.29-41 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-8916
DOI	10.1002/yd.406
Schlagwörter	Educational Opportunities; Extended School Day; After School Programs; Federal Legislation; Educational Philosophy; Educational Policy; Educational Change; Educational Trends + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Ganztagsunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Bundesrecht; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Bildungsreform; Bildungsentwicklung
Abstract	Over the past decade, expanded learning opportunities (ELOs) have begun to redefine the traditional boundaries between the school day and after school, and between the school building and the community. Traditional after-school programs provide services during a set-aside period of time, whereas ELOs strive to integrate school and after-school time seamlessly to redesign a school's entire educational program. This article examines four aspects of the ELO movement: (1) the current philosophical and policy debates; (2) the impact of federal legislation; (3) how expanded learning efforts are increasingly seen as a promising school reform component; and (4) policy recommendations to support a national vision for expanded learning time and opportunities. (Contains 1 figure, 1 table, and 27 notes.) (ERIC).
Anmerkungen	Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10