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New PDF release: Accountability for After-School Care. Devising Standards and

By Megan Beckett

Expanding numbers of youngsters are engaging in after-school courses, and with extra federal and kingdom investment the variety of such courses is probably going to develop. This development has been happening, notwithstanding, with little advice as to what application good points or practices will be so much necessary in nurturing the academic success, emotional improvement, and future health of the youngsters concerned. This ebook is helping fill that want for suggestions by way of delivering a suite of 18 version practices opposed to which after-school courses might be evaluated. The authors supply how one can rating adherence to the standards, from first-class to insufficient; survey types for amassing the knowledge to assign those grades; and an illustrative program in their method of a suite of real-world after-school courses.

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First, for each study we assigned binary indicators of whether an effect of a practice is found or a practice is recommended. A critical component of how we identified this measure was that the absence of a mention of a particular practice constituted a failure to “find” an effect. This is sensible with Tier 2 publications, which include literature reviews. It may not be as reasonable for Tier 1 and Tier 3 studies because they may not address a particular topic. On the positive side, the strict criterion that we are applying to Tier 1 and Tier 3 studies will downwardly bias the level of support to counteract the level of support provided by the well-recognized phenomenon of publication bias.

This means that most of what are commonly accepted as good management practices in after-school care literature are based on assumptions and experiences of practitioners rather than solid research. The modified meta-analytic approach presented in this chapter allows for a systematic quantitative synthesis of a social services literature in which only 2 of 25 relevant publications met the threshold for inclusion in a standard meta-analysis. THE PRACTICES The after-school care practices examined are divided into three primary categories: staff characteristics, program characteristics, and community contacts.

It may not be as reasonable for Tier 1 and Tier 3 studies because they may not address a particular topic. On the positive side, the strict criterion that we are applying to Tier 1 and Tier 3 studies will downwardly bias the level of support to counteract the level of support provided by the well-recognized phenomenon of publication bias. 10 Accountability for After-School Care Publication bias refers to the fact that there is a strong tendency for academic journals to publish empirical research that finds an effect but not to publish research that fails to do so.

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Accountability for After-School Care. Devising Standards and Measuring Adherence to Them by Megan Beckett


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