After-School as Intermediary Space: Theory and Typology of Partnerships

Autor/inn/en	Noam, Gil G.; Tillinger, Jodi Rosenbaum
Titel	After-School as Intermediary Space: Theory and Typology of Partnerships
Quelle	In: New Directions for Youth Development, (2004) 101, S.75-113 (39 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-8916
DOI	10.1002/yd.73
Schlagwörter	Academic Achievement; After School Programs; Classification; Developmental Psychology; Child Development; Cooperation; Partnerships in Education; Models + Suchen Sie Ihr Suchwort? Schulleistung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Classification system; Klassifikation; Klassifikationssystem; Entwicklungspsychologie; Kindesentwicklung; Co-operation; Kooperation; Hochschulpartnerschaft; Analogiemodell
Abstract	People live in an era of partnering--of joining institutional forces to accomplish complex societal changes. Whether it is the local YMCA that works with a school to serve children during the afterschool hours, a university connecting with its surrounding community, or a city government convening funders and businesses, they are moving into increased institutional networking and shared social responsibility. Programs and services for youth, families, and communities have experienced a need and even a requirement to establish partnerships among agencies and organizations. These partnering trends permeate most fields of service, particularly those affecting the needs of children and youth. In order to support a child's academic achievement and psychological well-being, they must work together to best create healthy and productive environments and relationships. Although there are many potential benefits, developing a successful collaboration is extremely difficult to achieve; the belief in partnership is far stronger than the theoretical and empirical understanding about how to make these working relationships productive. The myriad of challenges relating to partnership efforts has been underexplored and may threaten the success of many initiatives. In this article, the authors first show that the nature of most partnerships in after-school education create what they call "intermediary environments." They describe some of the special features of after-school programs that arise from and are governed by collaborations. In the tradition of developmental psychology theory, they define these intermediary environments, especially when they work well, as contexts for significant child development. Second, the authors provide a brief overview of frameworks that have captured the varying forms of partnerships. In an effort to both expand the existing theoretical frame and provide a practical tool, they introduce a typology of partnerships that produce intermediary spaces. Their approach to this typology is that of developmental psychologists interested in using natural ecological contexts in which children spend part of their life. The model is designed for use as a research and evaluation guide and can help partnerships reflect on their own development. (Contains 1 table, 1 figure and 51 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10