Putting Our Questions at the Center: Afterschool Matters Practitioner Fellowships

Autor/inn/en	Hill, Sara L.; Matloff-Nieves, Susan; Townsend, Lena O.
Titel	Putting Our Questions at the Center: Afterschool Matters Practitioner Fellowships
Quelle	In: Afterschool Matters, (2009) 8, S.46-50 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	After School Programs; Professional Development; Inquiry; Program Effectiveness; Program Improvement; Inservice Education; Program Design; Facilitators (Individuals); New York + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Berufsbegleitende Ausbildung; Programme design; Programmaufbau; Programmplanung
Abstract	Once a motley mix of afterschool, before-school, summer, and weekend programs, the out-of-school-time (OST) field is fast consolidating. As in other emerging fields, efforts to professionalize are gaining momentum; the field now boasts several professional certificates as well as degree programs. Strong emphasis has been placed on in-service professional development, and a wide range of models for both content and service delivery have emerged. Yet these models have not necessarily capitalized on the best of teacher inquiry methods, nor have they reaped the benefit of studies of teacher development and teacher education. Practitioner research or inquiry--an approach with a long history in in-school professional development that is less well known in the OST world--is one way to give the insiders who work in OST programs the opportunity to help shape and define their field. The Afterschool Matters Practitioner Fellowship encourages and supports such practitioner research. Born of a fellowship program based in New York City, the model (now being expanded to a national presence) has shown early promise in its effects on OST staff members and their programs. The goals of the practitioner fellowship are to: (1) Support a community of practitioners to study effective practices and to investigate the structures in which effective practice happens--at the level of the program, the activity, the curriculum, and the individual; (2) Disseminate and share program improvement strategies through such products as briefing papers, events, curricula, and articles for professional journals; and (3) Create opportunities for in-service training and project development that can then be brought back to OST programs. (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