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+ Media Multitaskers Pay Mental Price, Study Shows
+ The Benefits of and Barriers to Out-of-School Programs for Youth
+ Video Game Minority Report: Lots Of Players, Few Characters
+ High-risk indicators in middle school for dropping out
+ Some Video Games Can Make Children Kinder And More Likely To Help

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September 07, 2009

Media Multitaskers Pay Mental Price, Study Shows

"People who are regularly bombarded with several streams of electronic information do not pay attention, control their memory or switch from one job to another as well as those who prefer to complete one task at a time, a group of Stanford researchers has found.

High-tech jugglers are everywhere – keeping up several e-mail and instant message conversations at once, text messaging while watching television and jumping from one website to another while plowing through homework assignments.

But after putting about 100 students through a series of three tests, the researchers realized those heavy media multitaskers are paying a big mental price.
'They're suckers for irrelevancy,' said communication Professor Clifford Nass, one of the researchers whose findings are published in the Aug. 24 edition of the Proceedings of the National Academy of Sciences. 'Everything distracts them.'

Posted by wrivenburgh on September 07, 2009 | Research

August 03, 2009

The Benefits of and Barriers to Out-of-School Programs for Youth

"Research suggests that participation in out-of-school time programs and activities can lessen the likelihood that youth will engage in negative behaviors, such as using drugs and alcohol, dropping out of school, and practicing unhealthy eating habits. Despite these benefits, millions of youth still do not participate in these programs. Three new Child Trends briefs explore the various reasons for non-participation.

1. Program Participation Can Lower Risk of Youth Disconnection From School or Work
2. Child, Family, and Neighborhood Factors Influence Youth Non-Participation in Programs
3. Youth Perspective on Why Teens Don't Participate in Programs"

Posted by wrivenburgh on August 03, 2009 | Research

Video Game Minority Report: Lots Of Players, Few Characters

"The first comprehensive survey of video game characters... shows that the video game industry does no better than television in representing American society.

In some cases, video games do worse, said study leader Dmitri Williams, a social psychologist and assistant professor at the USC Annenberg School for Communication.... fewer than 3 percent of video game characters were recognizably Hispanic, and all of them were non-playable, background characters.
Imagine if no Latino on television had a speaking part.

'Latino children play more video games than white children. And they're really not able to play themselves,' Williams said. 'For identity formation, that's a problem. And for generating interest in technology, it may place underrepresented groups behind the curve.'

'Ironically, they may even be less likely to become game makers themselves, helping to perpetuate the cycle. Many have suggested that games function as crucial gatekeepers for interest in science, technology, engineering and math.'
Women, Native Americans, children and the elderly also were underrepresented."

Posted by wrivenburgh on August 03, 2009 | Research

July 13, 2009

High-risk indicators in middle school for dropping out

"In a new study from Johns Hopkins University, researchers pinpoint the time in middle school when students can be seen to have 'fallen off the path to high school graduation.' The study sought high-yield indicators that identified students who, absent intervention, would have low odds of graduating and identified at least 25 percent of future non-graduates or dropouts. The report found that sixth graders who failed math or English/reading, or attended school less than 80 percent of the time, or received an unsatisfactory behavior grade in a core course, had a 10- to 20-percent chance of graduating on time.... The study found middle-grade experiences 'have tremendous impact on the extent to which [students] will close achievement gaps, graduate from high school, and be prepared for college,' the authors write. The fifth through eighth grades must therefore be reconceptualized, considered 'the launching pad for a secondary and post-secondary education system that enables all students to obtain the schooling and/or career training they will need to fully experience the opportunities of 21st century America.'"

Referred by: PEN Weekly NewsBlast
Posted by wrivenburgh on July 13, 2009 | Research

June 23, 2009

Some Video Games Can Make Children Kinder And More Likely To Help

"Some video games can make children kinder and more likely to help—not hurt—other people.

That's the conclusion of new research published in the June 2009 issue of Personality and Social Psychology Bulletin.

The article presents the findings of three separate studies, conducted in different countries with different age groups, and using different scientific approaches. All the studies find that playing games with prosocial content causes players to be more helpful to others after the game is over.

The report is co-authored by a consortium of researchers from the United States, Japan, Singapore and Malaysia."

Posted by wrivenburgh on June 23, 2009 | Research

June 10, 2009

Classroom Computers Boost Face-to-face Learning

"In recent years, computer-assisted face-to-face collaboration has become an important part of the workplace, under the rubric of computer supported collaborative work.

An EU-funded research initiative called LEAD (rhymes with seed) has now shown that students, too, can solve problems, master subject matter, and learn to collaborate more effectively when their face-to-face communication is enhanced by specific software tools.

That is important, according to LEAD coordinator Jerry Andriessen, because individual learning and problem solving alone do not prepare students adequately for the interactive and collaborative settings they will encounter later in life.

'You have to learn to collaborate effectively with other people,' he says. “When you do, you can get much better results.'”

Posted by wrivenburgh on June 10, 2009 | Research

May 26, 2009

A comprehensive look at the opportunities to learn in the U.S.

"The Schott Foundation for Public Education has released a new 50-state report on the opportunity to learn in America. 'Lost Opportunity' is a state-by-state analysis of student performance data reported by state departments of education that determines the opportunity to learn in all 50 states and the District of Columbia. The Schott Foundation used resource models to identify the four core minimum resources that are necessary if a child -- regardless of race, ethnicity, or socioeconomic status -- is to have a fair and substantive opportunity to learn: high-quality early childhood education; highly qualified teachers and instructors in grades K-12; college preparatory curricula that will prepare all youth for college, work, and community; and equitable instructional resources. As the nation observes the 55th anniversary of the landmark Brown v. Board of Education U.S. Supreme Court decision, the study shows that minority and low-income students have half the opportunity to learn in public schools that their white, non-Latino peers do."

Referred by: PEN Weekly NewsBlast
Posted by wrivenburgh on May 26, 2009 | Research

April 27, 2009

Exploring the Links between Family Strengths and Adolescent Outcomes

"Child Trends finds that while poverty has real consequences for children, good parenting and family strengths -- caring parents, parental supervision and monitoring and positive role modeling can make a difference for adolescent outcomes."

Referred by: Connect for Kids
Posted by wrivenburgh on April 27, 2009 | Research

March 31, 2009

Social Skills, Extracurricular Activities In High School Pay Off

"It turns out that being voted 'Most likely to succeed' in high school might actually be a good predictor of one’s financial and educational success later in life.

According to a University of Illinois professor who studies the sociology of education, high school sophomores who were rated by their teachers as having good social skills and work habits, and who participated in extracurricular activities in high school, made more money and completed higher levels of education 10 years later than their classmates who had similar standardized test scores but were less socially adroit and participated in fewer extracurricular activities.

Christy Lleras, a professor of human and community development, says that soft skills' such as sociability, punctuality, conscientiousness and an ability to get along well with others, along with participation in extracurricular activities, are better predictors of earnings and higher educational achievement later in life than having good grades and high standardized test scores."

Posted by wrivenburgh on March 31, 2009 | Research

March 17, 2009

Selecting, Training, and Coaching Out-of-School Time Staff

"Research on successful out-of-school time programs repeatedly has found that the caliber of a program's staff is a critical feature of high-quality programs that achieve positive outcomes. Three new Child Trends briefs present findings and effective strategies for selecting, training, and coaching frontline staff in the effective implementation of out-of-school time programs."

The research briefs are as follows:

Staff Selection: What's Important for Out-Of-School Time Programs?

Training Out-Of-School Time Staff

Using Coaching to Provide Ongoing Support and Supervision to Out-Of-School Time Staff

Posted by wrivenburgh on March 17, 2009 | Research

February 03, 2009

U.S. school children need less work, more play: study

"Researchers reported on Monday that a growing trend of curbing free time at school may lead to unruly classrooms and rob youngsters of needed exercise and an important chance to socialize.

A look at more than 10,000 children aged 8 and 9 found better classroom behavior among those who had at least a 15-minute break during the school day compared to those who did not, Dr. Romina Barros and colleagues at the Albert Einstein College of Medicine in New York reported... 'The available research suggests that recess may play an important role in the learning, social development, and health of children in elementary school,' the research team said in a study published in Pediatrics, the journal of the American Academy of Pediatrics... The researchers also found that children not getting recess were more likely to be black, from poor families and attending public schools in large cities."

Posted by wrivenburgh on February 03, 2009 | Research

January 06, 2009

Study Says Many Teens Display Risky Behavior on MySpace

"More than half of teenagers mention risky behaviors such as sex and drugs on their MySpace accounts, U.S. researchers said on Monday.

They said many young people who use social networking sites such as News Corp's MySpace do not realize how public they are and may be opening themselves to risks, but the sites may also offer a new way to identify and help troubled teens.

'We found the majority of teenagers who have a MySpace account are displaying risky behaviors in a public way that is accessible to a general audience,' said Dr. Dimitri Christakis of Seattle Children's Research Institute, whose studies appear in the journal Archives of Pediatric & Adolescent Medicine.... Christakis said many teens are unaware of how public and permanent Internet information can be, while parents often do not know what their kids are up to."

Posted by wrivenburgh on January 06, 2009 | Research

December 17, 2008

Study finds poverty dramatically affects children's brains

"Certain brain functions in some low-income nine- and ten-year-olds show patterns equivalent to the damage from a stroke, according to a new study to be published in the Journal of Cognitive Neuroscience, USA TODAY reports. The study adds to a growing body of evidence that poverty afflicts children's brains through malnutrition, stress, illiteracy, and toxic environments. Research shows that the neural systems of poor children develop differently from those of middle-class children, affecting language development and 'executive function,' or the ability to plan, remember details, and pay attention in school. . . Research also suggests that these effects are reversible through intensive intervention such as focused lessons and games that encourage children to think out loud or use executive function."

Referred by: PEN Weekly NewsBlast
Posted by wrivenburgh on December 17, 2008 | Research

November 18, 2008

Afterschool, Family & Community: Increasing Student Success Beyond the School Day

"Even if it doesn’t take a village to rear a child, it may take a village to raise academic achievement. In recent years, researchers have published numerous studies identifying family and community involvement as important factors in student success. Researchers have also been scrutinizing afterschool programs. They have suggested that well-implemented programs can have a positive impact on kids—academically, socially, and emotionally.

In light of these findings, we have devoted this issue of SEDL Letter to topics centered around afterschool and family and community involvement. We focus on the research, presenting a summary of two systematic reviews—one on afterschool and one on parent involvement—and a summary of a research
synthesis on afterschool programs, originally published by the Harvard Family Research Project (HFRP)."

Posted by wrivenburgh on November 18, 2008 | Research

October 28, 2008

Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods

"Today's students will enter a job market that values skills and abilities far different from the traditional workplace talents that so ably served their parents and grandparents. They must be able to crisply collect, synthesize, and analyze information, then conduct targeted research and work with others to employ that newfound knowledge. In essence, students must learn how to learn, while responding to endlessly changing technologies and social, economic, and global conditions.

But what types of teaching and learning will develop these skills? And, just as important, do studies exist that support their use?

A growing body of research demonstrates that students learn more deeply if they have engaged in activities that require applying classroom-gathered knowledge to real-world problems....

Research shows that such inquiry-based teaching is not so much about seeking the right answer but about developing inquiring minds, and it can yield significant benefits....

Similarly, studies also show the widespread benefits of cooperative learning."

Posted by wrivenburgh on October 28, 2008 | Research

Middle-school years called optimal time for teaching critical thinking

"The notion that the middle-school years may be the best time to train people in complex reasoning and critical thinking has been borne out in initial studies by researchers at the University of Texas at Dallas's University Center for BrainHealth, writes Robert Miller, a columnist at the Dallas Morning News. 'High-level reasoning and critical thinking are skills that have to be learned and practiced,' says Dr. Sandra Bond Chapman, BrainHealth's chief director. 'If teens do not acquire the ability to learn strategically during this developmental period, they might never do so.' Researchers at the center have created a program called SMART-- Strategic Memory and Reasoning Training -- to teach teens how to think critically. Special benefits are seen for those with attention deficit disorder."

Referred by: PEN Weekly NewsBlast
Posted by wrivenburgh on October 28, 2008 | Research

October 27, 2008

New Issue Brief on Afterschool and Special Needs

"The Afterschool Alliance has just released a new Issue Brief, 'Afterschool and Students with Special Needs,' examining the role of afterschool programs in reaching out to and providing enrichment opportunities for special needs students. It includes examples from programs and promising practices for others interested in learning more, implementing, or incorporating successful strategies into their own special needs programs."

Posted by wrivenburgh on October 27, 2008 | Research

October 14, 2008

Promising Practices in Working with Young Adults

"This booklet, from the Youth Development Institute, offers ways in which partnerships between schools and community organizations can support education/training and opportunities for young adults who have dropped out of high school. It describes specific practices and program models."

Referred by: Connect for Kids
Posted by wrivenburgh on October 14, 2008 | Research

August 12, 2008

Revitalizing Arts Education Through Community-Wide Coordination

"For more than 30 years, arts education has been a low priority in the nation's public schools. This new RAND study investigated the revitalization efforts in six urban U.S. communities and found progress in access to arts learning. This progress is fragile, however, and will require committed and sustained leadership, supportive policy and sufficient resources in order to be sustainable and weather cutbacks."

Referred by: Connect for Kids
Posted by wrivenburgh on August 12, 2008 | Research

June 03, 2008

What Works in Education and Civic Engagement Programs

"Two new fact sheets from Child Trends synthesize the lessons learned from evaluated out-of-school-time programs and interventions in education and civic engagement. The findings are based on the Child Trends database of experimental evaluations of social interventions for children and youth - LINKS (Lifecourse Interventions to Nurture Kids Successfully)."

Among the findings reported in the fact sheet on What Works for Education, "Most of the out-of-school time programs that target educational outcomes have positive impacts."

Among the findings reported in the fact sheet on What Works for Civic Engagement, "Connecting children with needy populations and/or providing community service opportunities is effective in increasing helping behavior and perceptions of social responsibility."

Posted by wrivenburgh on June 03, 2008 | Research

May 20, 2008

Guiding Principles for Afterschool Programs Serving Preteens

"Successfully navigating early adolescence depends largely on access to safe and engaging activities and supportive relationships with adults. Public/Private Ventures offers this research and guidance on what works to create quality after-school programs and spark positive outcomes for young teens."

Commissioned by the Lucile Packard Foundation for Children’s Health, P/PV developed this publication, Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens, along with a companion Resource Guide that includes tools and links to research.

Referred by: Connect for Kids
Posted by wrivenburgh on May 20, 2008 | Research

April 21, 2008

Multimodal Learning Shown to Increase Achievement

"New research indicates that multimodal learning (using many modes and strategies that cater to individual learners' needs and capacities) is more effective than traditional, unimodal learning, reports Meris Stansbury for eSchool News. According to recent research, adding visuals to verbal instruction can result in significant gains in basic or higher-order learning. In addition, it has been proven that students taking part in a well-designed combination of visuals and text learn more than students who experience only text-based learning. This poses a direct challenge for schools, as they must figure out how to leverage learning environments, teaching practices, curricula and resources that conform to what is known about the limitations and capacity of human physiology."

Referred by: PEN Weekly NewsBlast
Posted by wrivenburgh on April 21, 2008 | Research

March 25, 2008

Afterschool: Supporting Family Involvement in Schools

"There is no debate about the fact that family involvement in schools boosts student achievement," begins the new Issue Brief from the MetLife Foundation and Afterschool Alliance. "Afterschool programs are a natural way to link families and schools: Afterschool programs provide parents and schools the perfect venue to overcome these barriers to participation. Research shows that parent involvement in afterschool programs provides the same benefits to children, families and programs as parent involvement in the regular school day. Afterschool programs present a gateway into the school for many parents who do not otherwise feel connected to their children’s school... While family involvement in afterschool provides the same benefits to children, families, and programs as family involvement in the school, afterschool is in the unique position to offer families additional support and services that are not possible otherwise."

Posted by wrivenburgh on March 25, 2008 | Research

High-Risk Families Limit Participation in Out-of-School Activities

"As research mounts, it seems certain that participation in an out-of-school program is related to better outcomes for children. Nevertheless, research to date has examined family and neighborhood risks as if they operate separately. So, Child Trends conducted a study that combines the two by analyzing data for children ages 6 to 17 from the 2003 National Survey of Children's Health.... neighborhood quality does not seem to matter to children from high-risk families: nearly half are not involved in any activity regardless of neighborhood risk level. These findings suggest that active recruitment of children in high-risk families may be necessary if these children are to become involved in out-of-school activities."

Referred by: PEN Weekly NewsBlast
Posted by wrivenburgh on March 25, 2008 | Research

February 05, 2008

Survey: Schools fail to teach innovation

"It's widely believed our ability to innovate and prepare students for careers in science and technology will be key factors in keeping the U.S. competitive in the global economy. Yet, nearly three out of five American teens (59 percent) do not believe their high school is preparing them adequately for a career in technology or engineering, according to the 2008 Lemelson-MIT Invention Index, an annual survey that gauges Americans' attitudes toward invention and innovation.

The disparity is more pronounced among some groups historically underrepresented in these fields.... The survey's news is not all bad: It reveals enormous optimism among America's youth--provided educators are savvy enough to change the way their schools teach."

Posted by wrivenburgh on February 05, 2008 | Research

January 08, 2008

New Study Shows Quality Afterschool Programs Bring Academic Gains

"The new Study of Promising Afterschool Programs is making waves in the education community and getting attention from opinion leaders nationwide. Afterschool Advocate editors interviewed the study's lead author, Deborah Lowe Vandell, who chairs the education department at the University of California, Irvine, about the findings and what they mean."

Says Vandell, "This study showed that, for disadvantaged elementary and middle school students, regular participation in high quality afterschool programs is linked to significant gains in standardized test scores and work habits. These gains help offset the negative impact of lack of supervision after school." Further, she noted that "They were not just doing homework, not programs where there was a lot of drilling... The reason we get these gains, I think, is that they were offering children a chance to learn in a different way.

Posted by wrivenburgh on January 08, 2008 | Research

December 18, 2007

The 4-H Study of Positive Youth Development

"Here's more evidence that quality youth programs can benefit young people and communities alike. When communities, families and schools give young people access to development programs and opportunities for adult interaction and mentoring, youth succeed -- that's the main finding of a national longitudinal study released by the National 4-H Council."

Referred by: Connect for Kids
Posted by wrivenburgh on December 18, 2007 | Research

October 09, 2007

Survey: Parents talk to their kids about the web

"The vast majority of American parents talk to their children about how to be safe and ethical online, according to a new survey--a finding that runs counter to the popular image of parents who are clueless about their children's internet activity. But the poll also reveals that far fewer parents talk to their kids about how to be savvy consumers of internet information, such as how to determine the credibility of online information and how to tell if a web site is biased....
Researchers for the San Francisco-based nonprofit Common Sense Media and the Washington, D.C.-based education foundation Cable in the Classroom found that 85 percent of parents and legal guardians of children who go online said they have talked to their child in the past year about how to behave on the internet."

Posted by wrivenburgh on October 09, 2007 | Research

Under-Equipped and Unprepared: America's Emerging Workforce and the Soft Skills Gap

"Too many young people lack the 'soft skills' -- teamwork, conflict resolution, communication and leadership -- needed for success in the workplace, according to this America's Promise Alliance brief. What's more, youth have few opportunities at school, home and through real-world activities to learn and practice these skills. The brief suggests some steps for improvement."

Referred by: Connect for Kids
Posted by wrivenburgh on October 09, 2007 | Research

September 25, 2007

The Untapped Power of Summer to Advance Student Achievement

"Now that the fall school year is underway, many students are catching up from what is now defined as 'summer learning loss.' A report by Dr. Beth M. Miller, released by the Nellie Mae Education Foundation, reveals that summer enrichment opportunities have a much more profound impact than previously believed on the academic achievement of young people. The Learning Season: The Untapped Power of Summer to Advance Student Achievement reports that children experience learning loss over the summer months, and these losses are much greater for children from low-income families than they are for other children."

Posted by wrivenburgh on September 25, 2007 | Research

August 28, 2007

Study of Community-Based and Faith-Based Youth Workers

"The National Collaboration for Youth, Search Institute and American Camp Association have been exploring whether there is common ground between how we might prepare youth workers that work in faith-based and youth development organizations. What has emerged is a remarkable degree of alignment around many professional development priorities with important exceptions that leave room for unique accents and learning across differences. And, though there is widespread interest in collaborative learning across sectors, there are also significant barriers, ranging from priorities for youth workers, and most significantly, mistrust and misunderstanding across the sectors. Is There Common Ground shares the learning from two web-based surveys, a series of focus groups and a two-day consultation of thought leaders and recommendations for work that can be dome going forward."

Posted by wrivenburgh on August 28, 2007 | Research

August 07, 2007

Low-income Children Need Summer Learning, Study Finds

"New research underscores the importance of the summer learning programs that many afterschool programs organize and run. In 'Lasting Consequences of the Summer Learning Gap,' released this spring, Johns Hopkins University sociologists Karl Alexander, Doris Entwisle and Linda Steffel Olson find that the difference in children’s academic success can be explained, in large part, by their summer activities. The study concludes that two-thirds of the achievement gap between lower- and higher-income youth can be explained by unequal access to summer learning opportunities."

Posted by wrivenburgh on August 07, 2007 | Research

July 24, 2007

Study Calls for Stronger Role for Arts in Afterschool

"A new study of the role of arts in afterschool programs, drawing on data from a nationwide survey of 21st Century Community Learning Center grantees, concludes that state and local arts organizations need to take a stronger role in initiating partnerships with afterschool programs.

The publication of the study was a joint project of Americans for the Arts and the Afterschool and Community Learning Network... The authors surveyed a stratified random sample of 21st Century grantees. They found that afterschool providers strongly support including arts programming in their afterschool curricula. When asked to identify the most effective methods of incorporating the arts, respondents gave the highest marks to two approaches: providing workshops, field trips, story telling experiences, and development of plays; and providing musical instruments and individual or group lessons as an introduction to skills and genres of music."

Posted by wrivenburgh on July 24, 2007 | Research

July 10, 2007

The Neuroscience of Joyful Education

"Most children can't wait to start kindergarten and they approach the beginning of school with awe and anticipation. Kindergartners and first graders often talk passionately about what they learn and do in school. Unfortunately, the current emphasis on standardized testing and rote learning encroaches upon many students' joy... The truth is that when we scrub joy and comfort from the classroom, we distance our students from effective information processing and long-term memory storage. Instead of taking pleasure from learning, students become bored, anxious, and anything but engaged... Current brain-based research suggests that superior learning takes place when classroom experiences are enjoyable and relevant to students' lives, interests, and experiences. Many education theorists, writes Judy Willis in Educational Leadership magazine, have proposed that students retain what they learn when the learning is associated with strong positive emotion."

Referred by: PEN Weekly NewsBlast
Posted by wrivenburgh on July 10, 2007 | Research

June 05, 2007

The Effort Effect: Overcoming "Learned Helplessness"

"In Stanford Magazine, Marina Krakovsky describes psychology professor Carol Dweck’s work on achievement motivation. Originally fascinated in graduate school by the research on "learned helplessness", Dweck and others observed that people who believe intelligence is fixed do not achieve as well as those who believe intelligence is malleable. What fascinated them most was children who put forth lots of effort and didn't make negative attributions when they failed. This approach contrasts with the born-smart, performance-oriented belief system. Children in this camp, even if they're very good at things, tend to crumble when they encounter frustration and failure. They see each task as a challenge to their self-image, and each setback as a personal threat. They tend to pursue only challenges they think they can ace and avoid risks and other growth experiences. Long term, the belief that ability is fixed undermines effort and stunts achievement."

Referred by: PEN Weekly NewsBlast
Posted by wrivenburgh on June 05, 2007 | Research

April 30, 2007

Quality Time After School: What Instructors Can Do to Enhance Learning

"Funded by The William Penn Foundation, Quality Time After School identifies characteristics of after-school activities that are linked to youth engagement and learning across a rich diversity of out-of-school-time activity areas.

Drawing from surveys and interviews with more than 400 participants and instructors from five Philadelphia-based Beacon Centers, the report's findings highlight the importance of two features of high-quality activities: good group management and positive adult support of learning. Building on analyses of over 50 detailed activity observations, as well as key lessons from past research, the report also suggests a road map for program operators and policymakers to create engaging learning environments in after-school programs."

Referred by: Promising Practices in Afterschool
Posted by wrivenburgh on April 30, 2007 | Research

April 17, 2007

New Publications on After-School Program Quality

"The William T. Grant Foundation announces two important new publications by one of its grantees, the Forum for Youth Investment.

'Measuring Youth Program Quality: A Guide to Assessment Tools' discusses and compares nine tools for assessing the quality of youth programs. This compendium will provide valuable information to practitioners, policymakers, researchers, and evaluators about the content, ease of use, and technical properties of these instruments. The report was written by Nicole Yohalem and Alicia Wilson-Ahlstrom of the Forum for Youth Investment with Sean Fischer and Marybeth Shinn of New York University... 'Building Quality Improvement Systems: Lessons from Three Emerging Efforts in the Youth-Serving Sector,' the second publication, provides three case studies from after-school networks around the country that are working to improve after-school programs. The report, written by Alicia Wilson-Ahlstrom and Nicole Yohalem, uses the case studies to illustrate important choices that must be made in any quality improvement effort."

Posted by wrivenburgh on April 17, 2007 | Research

April 03, 2007

Students, Parents and Teachers Speak Up on Educational Technology

"The findings of the fourth annual Speak Up survey, recently released at a Congressional briefing in Washington, D.C., collected ideas and views from more than 270,000 K-12 students and 21,000 teachers from all 50 states. For the first time, the survey also included parents, and some 15,000 parents took part... According to Justin Appel, reporting in eSchool News, the study shows that students want to learn math and science through real-world problem solving, visiting places where they can view science in action, and talking with professionals in the fields. Teachers also believe that teaching these subjects within the context of real-world problems is the most effective method, but a key challenge is that there is not enough instructional time to teach science, they say."

Referred by: PEN Weekly NewsBlast
Posted by wrivenburgh on April 03, 2007 | Research

Looking Back and Ahead After a Decade of Upheaval in Educational Technology

"The tenth edition of Technology Counts from Education Week is now online. Technology Counts 2007 grades states on leadership in educational technology, and finds wide variation among them in the core areas of access, use, and capacity. Also included is an interactive timeline that examines key educational technology trends over the past 10 years. The use that students and educators are making of digital technology has moved in new directions. Students are taking more tests on computers. And educators are making ever-greater use of digital data on student achievement -- principally standardized-test scores, but also other student work organized in digital portfolios -- to make decisions about instruction."

Referred by: PEN Weekly NewsBlast
Posted by wrivenburgh on April 03, 2007 | Research

February 13, 2007

The Impact of After-School Programs that Promote Personal and Social Skills

"More than 7 million children in the United States are without adult supervision for some period of time after school. Studies show that youth benefit from structured activities with opportunities for positive interaction with adults. The Collaborative for Academic, Social, and Emotional Learning recently posted a review of analytic research about the impact on children's social and emotional development and school success."

Referred by: Connect for Kids
Posted by wrivenburgh on February 13, 2007 | Research

January 29, 2007

A New Day For Learning: New Report from Mott Foundation

"Policymakers face a challenge: How do we ensure that all children have opportunities to reach their full potential in a competitive world where thinking skills are the most important asset of a society? According to an urgent report from the Time, Learning, and Afterschool Task Force funded by the Charles Stewart Mott Foundation, we can start by organizing learning time more effectively. . . . Based on extensive research and emerging policies and practices, the Task Force envisions a system rich with multiple ways to learn and develop, anchored to high standards, and aligned to educational resources throughout a community."

Referred by: Edutopia
Posted by tstreit on January 29, 2007 | Research

January 16, 2007

Using Digital Images in Teaching and Learning

"Digital images have become a major element in the rapidly-evolving educational digital landscape. How is the use of these new digital formats contributing to changing practices in teaching and learning in higher education? This is one of many questions explored by Academic Commons, an online space created in 2005 to examine the relationships between new technologies and liberal education....
The two principal investigative instruments were an online survey and a set of followup face-to-face interviews. The project sought both to build a knowledge base on the key issues, opportunities and challenges for faculty as they began to use digital images; and to create an active online forum for participants to further share their practices, recommendations and needs."

Posted by wrivenburgh on January 16, 2007 | Research

December 05, 2006

Pew Report: The Internet as a Resource for News and Information about Science

A new report finds that "fully 87% of online users have at one time used the internet to carry out research on a scientific topic or concept and 40 million adults use the internet as their primary source of news and information about science." This "national survey conducted by the Pew Internet & American Life Project in collaboration with the Exploratorium benchmarks how the internet fits into people’s habits for gathering news and information about science." According to the report, "Use of online science resources is linked to better attitudes about science." See the press release or full report for the details.

Posted by wrivenburgh on December 05, 2006 | Research

December 04, 2006

New Study Shows Students Lack Tech Literacy

"A report released by the Educational Testing Service (ETS) finds that high school and college students do not have many basic information literacy skills, including the ability to solve information problems using technology. Researchers observed 6,300 students who were asked to perform a variety of information-related tasks, such as locate reliable information online, and communicate information effectively. Over half of participants were unable to evaluate the quality of a Web site, and students demonstrated especially poor skills in being able to narrow search engine results. Experts hope the study will raise awareness about the importance of young people's mastering these skills. Alexius Macklin, Associate Professor of Library Science at Purdue University, said, 'It's important to help our students better evaluate, manage and communicate information so that they can succeed in school, at work and in life.'"

Source: The Children's Partnership's Newblast
Posted by tstreit on December 04, 2006 | Research

October 24, 2006

Study: Ed tech has proven effective

"But more needs to be done for technology to reach its full potential in schools"
By Laura Ascione, Assistant Editor, eSchool News
"When implemented carefully--with adequate attention paid to training, support, and evaluation--technology has been found to have a significant positive impact on student learning across all areas of the curriculum, according to a new report. So, why do critics of educational technology still decry the billions of dollars being spent on ed tech in schools across the nation? For one thing, many educators have 'miscalculated' the difficulty of implementing technology effectively, the report says--and ed-tech advocates also might have 'over-promised' their ability to deliver a learning return on their investment."

Posted by wrivenburgh on October 24, 2006 | Research

July 07, 2006


"Four-in-ten teens (40.5%) who do not attend after-school programs say it is because they simply are not interested in what is being offered, according to a new poll. In contrast, about one-in-ten teens say they do not participate because of cost (11.9%) or lack of transportation (11.6%). Overall, 44.7 percent of respondents say they attend after-school programs other than sports, while 55.3 percent do not."

Referred by: PEN Weekly NewsBlast
Posted by hchung on July 07, 2006 | Research

July 06, 2006

BGCA: Youth Report To America

"Setting the stage for a yearlong celebration of our Centennial milestone, Boys & Girls Clubs of America has published the results of its Youth Report To America – the largest national survey developed and administered by teens. In the Report, 46,000 young people (ages 13-18) deliver a candid message to America."

Referred by: Boys & Girls Clubs of America Newsletter
Posted by hchung on July 06, 2006 | Research

July 05, 2006

Issue Brief: Helping Our Children Succeed: What's Broadband Got to Do With It?

"The Children's Partnership released this week an Issue Brief on Broadband and Youth entitled, Helping Our Children Succeed: What's Broadband Got to Do With It? Considering that there is substantial action in the California state legislature and in Congress that will impact not only access to the Internet, but the multitudes of services it provides and applications it powers for our young people, we feel this is an important piece."

URL: http:/
Referred by: WWWEDU, The Web and Education Discussion Group
Posted by hchung on July 05, 2006 | Research

June 15, 2006

Critical Literacy: Using Media to Engage Youth In Inquiry, Production, Reflection, And Change

"Over the past ten years, youth media has emerged in the United States as a powerful movement of practitioners and youth dedicated to using media to support young people's creative expression and vocal presence in the public sphere... Why is such growth important? Every day, young people experience the world around them through media—movies, comic books, video games, iPods, blogs, television, cell phones, even billboards."

Referred by: MEDIA-L Listserv
Posted by hchung on June 15, 2006 | Research

May 12, 2006


"STUDY PROVIDES INSIGHT ON MOTIVATING YOUNG PEOPLE TO VOLUNTEER MTV released the results of "Just Cause," a research study that deconstructs how youth perceive "activism" and explores the motivating factors and barriers in their decision to become involved in social causes. The study includes more than 1200 young people, including expert interviews, ethnographies and a national poll of a representative sample with participants ages 12 to 24."

Referred by: Pen Weekly NewsBlast
Posted by hchung on May 12, 2006 | Research

May 08, 2006

UK Media literacy report

A new report on the state of media literacy among children in the UK was issued today and is available at

"This report focuses on children aged 8-15 across the UK. Its purpose is to provide stakeholders with a source of information about children’s levels of media literacy..."

Referred by: ACME Member List
Posted by hchung on May 08, 2006 | Research

April 18, 2006


"This new report documents what committed educators, policymakers, and community leaders across the country are doing to reconnect out-of-school youth to the social and economic mainstream. It provides background on the serious high school dropout problem and describes in-depth what twelve communities are doing to reconnect dropouts to education and employment training. It also includes descriptions of major national program models serving out-of-school youth."

Referred by: PEN Newsblast
Posted by hchung on April 18, 2006 | Research

March 14, 2006

Community-Based Learning: Engaging Students for Success and Citizenship

"The Coalition for Community Schools releases new paper, Community-based Learning: Engaging Students for Success and Citizenship."

"Students are bored. Research shows that as many as 60% of all students are disengaged from learning. A new study funded by the Gates Foundation, highlights disengagement as a key factor in the dropout rate. Community-based Learning addresses the problems of boredom and disengagement by involving students in real-world problem solving that is relevant and meaningful."

Referred by: The Promising Practices in Afterschool (PPAS)
Posted by hchung on March 14, 2006 | Research

March 03, 2006

Helping Youth Succeed Through Out-of-School Time

"The AED Center for Youth Development and Policy Research wants to make sure you are aware of the most recent American Youth Policy Forum (AYPF) publication "Helping Youth Succeed Through Out-of-School Time". This report clearly has connections relevant to your afterschool programs, research and practices."

Referred by: Promising Practices in Afterschool
Posted by hchung on March 03, 2006 | Research

February 28, 2006

High-Performing After-School Programs Share Five Common Characteristics

"Recent research echoes what the after-school field has found over the course of the past decade, that after-school programs can contribute to increased student achievement. But, perhaps most interesting, the study found that after-school programs that helped lead to improved achievement don't necessarily focus on academics. According to the study, successful after-school programs do not replicate the school day. Instead, these after-school programs are safety zones where students received homework help and were able to explore new ideas and interests. And students were able to develop long-term supportive relationships with adults and peers."

Referred by: PEN Weekly Newsblast
Posted by wrivenburgh on February 28, 2006 | Research

February 13, 2006

"Where the Girls Aren't" is in Kids' Films

"The "G" in family movie ratings clearly doesn't stand for "girl-power." Researchers at the Annenberg School for Communications at the University of Southern California studied 101 kids' flicks and found that they predominantly feature males in key, supporting and even "crowd" roles: three of four characters are male, and fewer than one in three of speaking roles overall belongs to a female."

Referred by: A Connect for Kids Newsletter
Posted by hchung on February 13, 2006 | Research

Eye on Research: Media Literacy & Core Curriculum

"Recently published in Threshold, Cable in the Classroom's quarterly journal for education leaders, this article by Nellie Gregorian of the Michael Cohen Group details initial results of the evaluation of AMLA's pilot project, funded by the U.S. Department of Education. Called "Media Literacy & Core Curriculum," the article discusses early findings about teachers' successful integration of media literacy and the arts into core curriculum areas."

Referred by: The AMLA Update
Posted by hchung on February 13, 2006 | Research

February 06, 2006

Study: 'Power Users' drive pedagogy- Research suggests tech-savvy students are having an impact in the classroom

"A new survey of teachers and instructors at the high school and post-secondary levels has found that students who excel in the use of information and communications technology (ICT) are driving change in classroom instruction...Dubbed "Power Users," these ultra tech-savvy students have a growing influence over what--and how--teachers now teach, the survey said."

"Power Users, as defined by EDC, are the savviest of the "digital natives," a demographic of 10- to 15-year-old students who have grown up with digital technology as a part of their everyday lives."

Referred by: eSchool News
Posted by hchung on February 06, 2006 | Research

January 19, 2006

New Publication on Out-of-School Time Programs' Use of Technology

"This 'Snapshot,' 'Harnessing Technology in Out-of-School Time Settings,' provides an overview of out-of-school time (OST) programs that use technology. It examines the diverse ways in which these programs utilize technology, how they are being evaluated, the outcomes associated with participation in these programs, and common implementation challenges and successes." YouthLearn's Afterschool & Technology website, and The YouthLearn Guide are featured resources in this publication.

Referred by: Harvard Family Research Project
Posted by hchung on January 19, 2006 | Research

January 04, 2006

Impossible Choices: How States are Addressing the Federal Failure to Fully Fund Afterschool Programs

"As states struggle to meet rising demand for AFTER-SCHOOL PROGRAMS, federal support continues to fall far short of what is called for in the No Child Left Behind Act, says a new report by the Afterschool Alliance."

Referred by: Education Commission of the States
Posted by hchung on January 04, 2006 | Research

January 03, 2006

Voices Study: Survey of youth ages 10 to 17

"Four in ten young people have doubts about whether they will be able to realize the American Dream because they are stressed, concerned about their personal safety and confused about what choices to make to protect their health and well being, according to a survey from America's Promise."

Referred by: Afterschool Alliance
Posted by wrivenburgh on January 03, 2006 | Research

December 29, 2005

The new www: whatever, whenever and wherever

"In an age of instant media gratification, learning must be real, rich and relevant. The new www -- offering us whatever we want, whenever and wherever we want it -- may seem like just an extension of our already technology enhanced contemporary life. The latest Educational Leadership examines how such a wireless stream of media gratification is actually creating great challenges for our children."

URL: The New WWW: Whatever, Whenever, Wherever
Referred by: Educational Leadership
Posted by hchung on December 29, 2005 | Research

December 13, 2005

Engagement & Achievement Rise When Students Are Given a Voice

"This article presents the wide reaching positive results of soliciting student input and incorporating their feedback into classroom activities, which extend beyond student self-efficacy. Research indicates that schools that function in a truly democratic way are more likely to have fewer disciplinary issues and meet high academic standards. This is supported by a study conducted in 2002, in which it was noted that students who are 'systematically silenced' are more likely to drop out..."

Referred by: Community Schools Online
Posted by wrivenburgh on December 13, 2005 | Research

November 23, 2005

The Growing Popularity of and Investment in After-School Programs Heightens the Need for Better Information and Closer Study

"Check out this four-page summary of the latest research on the role, value and impact of AFTER-SCHOOL PROGRAMS."

Referred by: Education Commission of the States (ECS) e-Connection
Posted by hchung on November 23, 2005 | Research

November 03, 2005

Pew Internet Report on Teens Creating and Consuming Online

"57% of Teen Internet Users Create, Remix or Share Content Online"

"Half of Online Teens Download Music, One in Three Download Video; One in Five Have a Blog; One in Five Remix Others' Digital Material into Their Own Creations"

"American teenagers today are utilizing the interactive capabilities of the internet as they create and share their own media creations. Fully half of all teens and 57% of teens who use the internet could be considered Content Creators. They have created a blog or webpage, posted original artwork, photography, stories or videos online or remixed online content into their own new creations."

Referred by: Pew Internet & American Life Project List
Posted by hchung on November 03, 2005 | Research

November 01, 2005

Report and Technology State Fact Sheets from The Children's Partnership

"Are the young people in your state technologically ready?

To find out whether young people in your state are prepared, The Children’s Partnership has developed state fact sheets for each of the 50 states and the District of Columbia, which provide key data such as the rate of workers employed in high-tech firms and the percentage of homes that have computer, Internet, and broadband access.

The fact sheets complement a report recently released by The Children’s Partnership entitled, Measuring Digital Opportunity for America’s Children: Where We Stand and Where We Go From Here."

Referred by: CTCNet Discussion List
Posted by wrivenburgh on November 01, 2005 | Research

August 18, 2005

Data on Child Well-Being

KIDS COUNT, a project of the Annie E. Casey Foundation, released the 2005 KIDS COUNT Data Book on July 27, 2005. The Data book features 10 key measures of child well-being that it has used to track the well-being of children since 1990. The data is used to provide state profiles of child well-being and to rank the states. This edition also includes several background measures related to unemployed parents in each state. The book also includes an essay by Casey President Douglas W. Nelson, "Helping Our Most Vulnerable Families Overcome Barriers to Work and Achieve Financial Success."

Website: The KIDS COUNT website ( provides users with lots of state-level statistical data on children and provides easy-to-use tools which allow users to generate custom reports including rankings, graphs, and maps, which can be downloaded.

Referred by: Promising Practices in Afterschool
Posted by tstreit on August 18, 2005 | Research

August 02, 2005

Students With Disabilities Making Great Strides, New Study Finds

"Students with disabilities have made significant progress in their transition to adulthood during the past 25 years with lower dropout rates, an increase in postsecondary enrollment and a higher rate of gainful employment after leaving high school, according to a new report released today by the U.S. Department of Education... The National Longitudinal Transition Study-2 (NLTS2) documents the experiences of a national sample of students over several years as they moved from secondary school into adult roles."

Referred by: ENC Headline News
Posted by wrivenburgh on August 02, 2005 | Research

July 28, 2005

Afterschool and Reading Achievement Report

"A study published in the July/August issue of Child Development found that over time, children from low-income families who were enrolled in afterschool programs were reading at a higher level than their peers in any other kinds of afterschool care (being in the care of relatives, spending time alone, etc).

The abstract of the report, titled 'An Ecological Analysis of After-School Program Participation on the Development of Academic Performance and Motivational Attributes for Disadvantaged Children,' is online." [The full text is available for a fee.]

Referred by: Promising Practices
Posted by wrivenburgh on July 28, 2005 | Research

July 13, 2005

New On-Line Journal of Youth Development

"The National Association of Extension 4-H Agents (NAE4-HA) is pleased to announce the creation of an exciting new multidisciplinary applied research and practice on-line journal, Journal of Youth Development~ Bridging Research and Practice.  This journal will be focused on the development of school-aged youth through the transition to adulthood (ages 6-22)."

Referred by: SAC-L Discussion List
Posted by hchung on July 13, 2005 | Research

July 12, 2005

Online field trips boost reading scores

"A free collection of online field trips and other web-based learning materials has been shown to boost reading levels and help improve test scores among middle-school students, according to the results of a scientifically based research study from Maryland Public Television (MPT).

Though relatively small in size and scope, the study's findings could have national implications for educators who embrace the internet as a tool for learning, executives at the nonprofit television station believe."

Posted by wrivenburgh on July 12, 2005 | Research

July 03, 2005

P21: Rethink testing for future success

"Today's high-stakes tests are inadequate tools for measuring the kinds of skills students will need for success in the global, technology-driven workplace, according to a group of key business and education leaders. The group, called the Partnership for 21st Century Skills, has issued a new report calling on national and state policy makers to ratchet up efforts to design and implement new assessments that can effectively measure these skills.... "

Referred by: eSchool News
Posted by wrivenburgh on July 03, 2005 | Research

June 16, 2005

Study: These factors retard digital teaching

"What's holding back the digital curriculum? A lot of things: too few classroom computers, poorly conceived professional development, and a lack of time to research and plan--to name three big factors, according to a new report from the nonprofit Education Development Center (EDC). The study, "Effective Access: Teachers' Use of Digital Resources in STEM Teaching," examines how high school teachers use digital libraries and other electronic resources to support "science, technology, engineering, and mathematics" (STEM) exploration and instruction."

Posted by wrivenburgh on June 16, 2005 | Research

May 22, 2005


"'Preparing and Training Professionals: Comparing Education to Six Other Fields,' published by The Finance Project and funded by The Ford Foundation, addresses the critical issue of how K-12 educators are prepared and trained. The comparison illuminates similarities and differences in the approaches taken to preparation and in-service training and also highlights important areas for further study and possible policy development. The report compares professional development -- both pre-service preparation and in-service training -- in education to six other professions: law, accounting, architecture, nursing, firefighting, and law enforcement...."

Referred by: PEN Weekly NewsBlast
Posted by wrivenburgh on May 22, 2005 | Research

May 19, 2005

Three Out-of-School Time Publications by Harvard Family Research Project

"We edited the Spring 2005 issue of the "New Directions for Youth Development" journal which focuses on Participation in Youth Programs: Enrollment, Attendance, and Engagement. We also have an article in the April 2005 issue of "The Prevention Researcher" journal entitled "Engaging Adolescents in Out-of-School Time Programs: Learning What Works." Finally, we also have an article entitled, "Finding the Right Hook: Strategies for Attracting and Sustaining Participation in After-School Programs" in the May 2005 issue of "The School Administrator" magazine.

Referred by: Harvard Family Research Project's out-of-school time updates
Posted by wrivenburgh on May 19, 2005 | Research

April 28, 2005

Let the Games Begin

by Jenn Shreve

"Video games, once confiscated in class, are now a key teaching tool. If they're done right."

"Kurt Squire knew something unusual was happening in his after-school Western civ program. His normally lackluster middle and high school students, who'd failed the course once already, were coming to class armed with strategies to topple colonial dictators. Heated debates were erupting over the impact of germs on national economies. Kids who didn't know Pompeii from Plymouth Rock were suddenly mapping out the borders of the early Roman Empire..."

Referred by: GLEF Edutopia News
Posted by hchung on April 28, 2005 | Research

April 20, 2005

Study Finds Majority of Sophomores Plan to Go to College

"A baseline look at the expectations of the nation's 10th-graders in 2002, shows that most (72 percent) planned to get a bachelor's degree or higher, and most (83 percent) rated getting a good education as "very important," according to A Profile of the American High School Sophomore in 2002, released last month by the U.S. Department of Education's National Center for Education Statistics. The majority of those sophomores also placed a premium on getting good grades, and more than half considered challenging courses instrumental in motivating them to attend school..."

Referred by: No Child Left Behind Newsletter
Posted by hchung on April 20, 2005 | Research

Educating Chicago's Court-Involved Youth: Mission and Policy in Conflict

"Many of the youth who come under the jurisdiction of the juvenile court have yet to complete high school. A new study of court-involved youth in Chicago examines the options these youth face in continuing their education after court processing and what barriers they encounter in returning to school..."

Referred by: Chapin Hall, Center for Children at the University of Chicago
Posted by hchung on April 20, 2005 | Research

March 15, 2005

New on the Shelf: Teens in the Library

Findings from the Evaluation of Public Libraries as Partners in Youth Development
2005, Julie Spielberger, Carol Horton, Lisa Michels

"Several trends have come together recently to intensify interest in how public libraries might best support the interests and needs of youth in their communities. This study reports on findings from the Public Libraries as Partners in Youth Development Initiative, a 3-year, 9-site initiative funded by The Wallace Foundation to develop innovative models for public libraries to provide high-quality educational enrichment and career development programs serving underserved low-income children and youth."

Referred by: Chapin Hall Publications
Posted by hchung on March 15, 2005 | Research

February 15, 2005


"Over the past several years, education reformers have increasingly invested in the development of communities within schools as a central strategy to improve teaching and student learning. These communities come in various guises, including small schools, small learning communities, and teacher teams. Two assumptions about how these communities will enhance the quality of instruction underlie the push for these more intimate learning environments.... This issue of CPRE Policy Briefs, which draws on major research studies in Philadelphia and Cincinnati, examines the merit of these assumptions and the conditions under which communities of teachers can improve their instructional practices and bring about enhanced student learning."

Referred by: PEN Weekly NewsBlast
Posted by wrivenburgh on February 15, 2005 | Research

January 18, 2005

New issue of The Evaluation Exchange on family involvement programs

"We have just released the Winter 2004/2005 issue of our "The Evaluation Exchange" periodical, which you may find of interest. The latest issue's topic is evaluating programs that promote families' involvement in children's learning and development. The new issue compiles the current knowledge base on family support and involvement programs and provides a continuous perspective on family processes surrounding children's learning and development, from a child's early years through adolescence."

Referred by: Promising Practices in Afterschool
Posted by wrivenburgh on January 18, 2005 | Research

December 31, 2004

Report brief on Community Programs

"THE NATIONAL ACADEMIES has published a new 8-page report brief based on the Academy report, "Community Programs to Promote Youth Development." The brief summarizes the 300+ page book that was published in 2002 by the National Academy of Science."

Referred by: Promising Practices in Afterschool
Posted by wrivenburgh on December 31, 2004 | Research

December 13, 2004

Attachment, Bonding, Connectedness, and Engagement: What Do They Mean and How are They Measured?

"In the September issue of the Journal of School Health, Heather Libbey identifies the various concepts and assessment tools researchers use to measure student attachment to school. Among them she finds nine main themes: academic engagement, belonging, discipline and fairness, liking for school, student voice, extracurricular activities, peer relations, safety, and teacher support. A summary of the article is on CASEL’s web site, along with summaries of five related studies in the September issue of the Journal of School Health.... Shane Jimerson and colleagues also provide an overview of definitions and measures related to school engagement in their recent article in the California School Psychologist. They stress three dimensions of school engagement—affective, behavioral, and cognitive...."

Referred by: CASEL Connections E-Newsletter
Posted by wrivenburgh on December 13, 2004 | Research

November 29, 2004


"Groundbreaking research by high school students in five states has turned up troubling discrepancies in how urban students and teachers view their interactions with each other. The innovative What Kids Can Do organization supported high school students from Chicago, Houston, Oakland, Philadelphia and St. Louis as they designed and conducted in-depth research in their urban high schools, surveying more than 6,350 of their peers and 466 teachers. The students' insightful questions and accessible language elicited responses that may surprise traditional educators and policymakers, and suggest ways in which students can become actors in improving their schools. Survey questions covered topics including academic pressure, cheating, school safety, race relations, and tensions between teachers and students. In all five sites, student research teams presented their findings through workshops, retreats, and public "summit meetings.""

Referred by:PEN Weekly NewsBlast
Posted by wrivenburgh on November 29, 2004 | Research

"Vital Difference: The Role of Race in Building Community"

"Vital Difference is the first report from the Practitioner Knowledge Initiative. The report stresses the importance of practitioner knowledge and the use of reflective learning to uncover that knowledge. Vital Difference states its case by offering a glimpse into the extensive knowledge that five community-based organizations ... have developed regarding race and community building."
"Vital Difference makes the case that (1) practitioner knowledge is critical for advancing the field of community building, (2) race is of fundamental importance in community-building work, and (3) engaging race drives the reinvention of the tools and processes best suited to building meaningful and lasting democratic participation."

Referred by: Center for Reflective Community Practice
Posted by mbiswas on November 29, 2004 | Research

November 15, 2004

Forum Focus: What Gets Measured, Gets Done

"States and communities across the country recognize that creating a shared set of desired outcomes for young people provides the opportunity to take stock in how well children and teens are doing on national and local levels. While some of this data is available across time and states, much of it focuses on the negative indicators (e.g., teen births, substance abuse), revealing little about the development of positive competencies and attributes necessary for successful adulthood. In Forum Focus: What Gets Measured, Gets Done, we scan a number of important efforts gaining momentum in recent years to develop and use positive indicators of child and youth well being."

Posted by wrivenburgh on November 15, 2004 | Research

October 07, 2004

Tech Tonic Report

Two stories by eSchool News discuss a report released on September 30. One (Alliance) is about the report and the other (CoSN) a response to the report.

"The report, called "Tech Tonic" and released by the nonprofit Alliance for Childhood, claims there is little evidence of long-term benefits from using computers in schools."

URL (Alliance):
Referred by: eSchool News
Posted by lpenney on October 07, 2004 | Research

September 15, 2004

Women and Children Last: The Discursive Construction of Weblogs

"Are weblogs inherently “democratizing,” in the sense of giving voice to diverse populations of users? The empirical findings reported for gender and age at the beginning of this essay suggest that they are. Yet public commentators on weblogs, including many bloggers themselves, collude in reproducing gender and age-based hierarchy in the blogosphere, demonstrating once again that even an open access technology—and high hopes for its use—cannot guarantee socially equitable outcomes in a society that continues to embrace hierarchical values."

Referred by: Blogosphere
Posted by hchung on September 15, 2004 | Research

September 13, 2004

Educational Technology: Media for Inquiry, Communication, Construction, and Expression

You can explore what a Deweyian view of the role of technology in inquiry-based learning is like!

"A new way of classifying uses of educational technologies, based on a four-part division suggested years ago by John Dewey: inquiry, communication, construction, and expression. This taxonomy is compared to previous taxonomies of educational technologies, and is found to cover a wider range of uses, including many of the cutting-edge uses of educational technologies...."

Posted by hchung on September 13, 2004 | Research

15 Million Youth Need Afterschool Programs

"America After 3 PM: A Household Survey on Afterschool in America finds that just 6.5 million children are in afterschool programs ....Just six percent of middle schoolers are in afterschool programs...In response, the Afterschool Alliance unveiled [Afterschool for All: Project 2010], a new united national voice in support of afterschool programs."

Posted by hchung on September 13, 2004 | Research

Blended Model in the Elementary Classroom

"The integration of an online learning environment with a traditional elementary school classroom would ideally combine all of the benefits of both modes of teaching. ... This dual mode, or blended learning environment, while increasingly more common in higher education and even some high schools, has not been readily embraced at the elementary (K-5) school level. Why not?"

Posted by lpenney on September 13, 2004 | Research

August 31, 2004

Understanding and Measuring Attendance in OST

"'Understanding and Measuring Attendance in Out-of-School Time Programs,' reviews developmental research and out-of-school time program evaluations to examine three indicators of youth attendance in OST programs -- intensity, duration, and breadth -- and offers a few different models for how youth's attendance can influence their outcomes."

Referred by: Promising Practices in Afterschool listserv
Posted by wrivenburgh on August 31, 2004 | Research

Attracting and Sustaining Youth Participation in OST

"'Moving Beyond the Barriers: Attracting and Sustaining Youth Participation in Out-of-School Time Programs,' culls information from several implementation and impact evaluations to develop a set of promising strategies to attract and sustain youth participation in out-of-school time (OST) programs."

Referred by: Promising Practices in Afterschool listserv
Posted by wrivenburgh on August 31, 2004 | Research

July 14, 2004

Teachers Talk Tech Survey

"CDW-G second annual Teachers Talk Tech Survey reveals increasing role of computers in the classroom
Most teachers say computers boost student performance on standardized tests

Nearly two-thirds of kindergarten through twelfth grade teachers say that availability of computers improves student performance on standardized tests, yet they do not believe they have enough computers for their students in their classrooms according to the second annual Teachers Talk Tech survey released June 22 by CDW Government, Inc. (CDW-G), a leading provider of technology to federal, state and local governments and educators. "

Referred by: eSchool News
Posted by lpenney on July 14, 2004 | Research

June 17, 2004

New Report on "Youth as E-Citizens"

"'Youth as E-Citizens: Engaging the Digital Generation,' a groundbreaking study by the Center for Social Media at American University, challenges the tired cliche that young people today are unconcerned about and uninvolved in civic and political affairs."

Referred by: ListenUp!
Posted by tstreit on June 17, 2004 | Research

June 08, 2004

Study: Computer Use a Boost to Young Minds

"Preschool children who use a computer appear to develop better learning skills than peers who lack computer savvy, researchers said Monday."

Referred by: Reuters
Posted by tstreit on June 08, 2004 | Research

June 04, 2004

The Right Kind of After-School Programs Can Pay Off For Kids

"'What happens after school?' asks Susan Black. Researchers studying after-school time -- also referred to as out-of-school time -- have some answers. Richard Halpern, with Chicago's Erickson Institute for Graduate Study in Child Development, says the best programs give kids opportunities to explore and learn, as well as time to 'dawdle and daydream.'"

Referred by: PEN
Posted by tstreit on June 04, 2004 | Research