Inside Quality: Examination of Quality Improvement Processes in Afterschool Youth Programs.
Using a case study method, afterschool site leader experiences and organizational factors related to youth program quality improvement processes were examined. Responding to issues identified by site leaders, external technical assistance targeted both program structure and content. Staff beliefs of...
| Publicado en: | Child & Youth Services Vol. 35; no. 2; pp. 152 - 169 |
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| Autores principales: | , |
| Formato: | research Journal Article |
| Publicado: |
Taylor & Francis Ltd
Apr-Jun2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103973264&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103973264 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0145935X 82R jtl: Child & Youth Services issn: 0145935X maglogo: N pubinfo: dt: Apr-Jun2014 vid: 35 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 103973264 97015377 97015377 10.1080/0145935X.2014.924346 103973264 ppf: 152 ppct: 17 formats: tig: atl: Inside Quality: Examination of Quality Improvement Processes in Afterschool Youth Programs. aug: au: Baldwin, Cheryl K. Wilder, Quinn affil: Youth Work Learning Center, University of Wisconsin–Milwaukee, Milwaukee, Wisconsin, USA sug: subj: Community Programs Quality Improvement Academic Achievement In Adolescence Adolescent Health Human Case Studies Self Assessment Problem Solving Adolescence Leadership Professional Development Adolescent: 13-18 years ab: Using a case study method, afterschool site leader experiences and organizational factors related to youth program quality improvement processes were examined. Responding to issues identified by site leaders, external technical assistance targeted both program structure and content. Staff beliefs of internal program quality standards, such as a mandatory focus on academics, affected learning and quality improvement processes. Hierarchical organizational program standards and supports, including internal self-assessments, did not appear to foster buy-in, learning, or site-based problem-solving for quality improvement. Results indicated the need for further examination of the theory of change and pedagogical approaches to quality technical assistance. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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