The authors survey the current afterschool landscape and bring to light important issues and practices within the field, explore the challenges and opportunities facing afterschool education programs, and point to future directions for these burgeoning educational ventures. Afterschool education has grown in recent years into a vast and diverse enterprise. In the United States, young people spend almost a third of their organized time (including school hours) in afterschool and summer programs. Yet there is little clear and conclusive research on afterschool programs—research that would help guide the practice of existing afterschool programs and establish guidelines for the creation of new programs. An indispensable guide for practitioners, administrators, policy makers, and parents, Afterschool Education will serve as the cornerstone for all future accounts of and proposals for this crucial educational field.
The authors survey the current afterschool landscape and bring to light important issues and practices within the field, explore the challenges and opportunities facing afterschool education programs, and point to future directions for these burgeoning educational ventures. Afterschool education has grown in recent years into a vast and diverse enterprise. In the United States, young people spend almost a third of their organized time (including school hours) in afterschool and summer programs. Yet there is little clear and conclusive research on afterschool programs—research that would help guide the practice of existing afterschool programs and establish guidelines for the creation of new programs. An indispensable guide for practitioners, administrators, policy makers, and parents, Afterschool Education will serve as the cornerstone for all future accounts of and proposals for this crucial educational field.
This study examined the relationship between achievement motivation and academic performance, as well as factors predicting these variables, in a diverse sample of 12--15 year old Canadian students. A total of 4,237 students of East Asian, South Asian, Native, African Canadian, and Euro Canadian backgrounds were included in analyses using data from the National Longitudinal Survey of Children and Youth. In general, this study provides modest support for achievement motivation theories, and empirical evidence that Native and African Canadian students may be at-risk with respect to motivation and achievement. The results confirmed a positive correlation between achievement motivation and academic performance. Significant mean differences in achievement motivation and academic performance were found between ethnocultural groups, with East and South Asian students showing the highest outcomes on these measures, and Native and African Canadian students showing the lowest. Positive correlations were found between achievement motivation and several theoretically-meaningful predictor variables.
Library and Archives Canada = Bibliothèque et Archives Canada
Published Date
ISBN 10
0612953963
ISBN 13
9780612953963
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