Typescript, etc.

Typescript, etc.

The purpose of this study was to understand the nature of Korean bilingual children’s out-of-school literacy practices. Four Korean-English speaking bilingual children and their parents were participants in this qualitative multi-case study. The children were between seven and nine years old and attended public schools. The families lived in and around a large city in the Southwestern of the United States. In the city, there was a well-established Korean community. Data collection was conducted through multiple methods. The duration of the study was approximately four and a half months per child, staggered across eight months of data collection. Parents were interviewed twice regarding literacy activities with their child, the focal child’s experience of schooling, their perspectives of family’s language use, and their expectations for the child. Participant observation was also conducted at each child’s home to examine her/his literacy activities and interactions with family members. The children and parents were also informally interviewed throughout the data collection. Children’s writing, drawing, and crafts were collected. The children and family members were also invited to participate in a video project in which they video-recorded and took pictures of their activities for two months. Data were analyzed through constant comparative approach, activitysetting analyses, and grounded theory approach. The findings suggest that the focal children engaged in parent-guided literacy activities and self-chosen literacy activities. The parents provided extensive support for children’s academic achievement and learning to read and write in Korean. These activities were derived from parents’ experiences, beliefs, parenting practices familiar to Korean parents, and expectations for their children’s future. Children’s self-chosen literacy activities varied widely. The children drew on various resources from their social and cultural worlds to participate in an imaginative world and imagined future. Therefore, Korean bilingual children’s literacy activities situated in the current moment and space were always globally connected to other times and spaces. / text

Currently, there is a large body of research examining Out-of-School Time (OST) programs, the goals of these programs, and their reported impact on the youth they serve. However, there is little evidence of research on how organizations determine which goals best fit the needs of the communities they serve. Concurrently, studies of how organizations put these goals into action are virtually non-existent in the literature. This study examines how organizations in Massachusetts receiving federal 21st Century Community Learning Center funding make decisions about Out-of-School Time programming. Although the federal grant requirements and the Massachusetts Department of Education impose some uniformity on these programs, they still vary considerably in their design and the target audiences they serve. Through an online survey, document review and semi-structured interviews, the research identified several themes about the decision making used in these organizations. Cohen, March & Olson's Garbage Can Model of Organizational Choice was used as a framework to better understand the data and to organize the discussion. A stakeholder analysis was also used to evaluate the influence of participants on the decision making within the Out-of-School Time programs. The research identified a loose connection between the decisions made about the types of activities selected and the prescriptive goals of the 21st Century Community Learning Centers programs. There were several factors that contributed to this loose connection, including the influence of stakeholders, the learning outcomes identified by the assessment tools, and the evaluation of programs by the state. The research also leads to several recommendations about the evaluation of these programs in Massachusetts, including a review of the assessment tools designed by the state and a study of whether the mission shift evidenced in these communities is a tacit decision made by the Department of Education and grant recipients. Further research on the alignment of federal and state programming goals is also recommended.

Call number: LD2668 .T4 1938 M53

1 p. / This is a series of 6 fact sheets related to identifying high quality youth programs from several perspectives: middle/high school youth, parents, youth development professionals and identifying resources in the community. It also includes a check list that will be included with each of the fact sheets.

5 pp. / This is a series of 6 fact sheets related to identifying high quality youth programs from several perspectives: middle/high school youth, parents, youth development professionals and identifying resources in the community. It also includes a check list that will be included with each of the fact sheets.

4 pp. / This is a series of 6 fact sheets related to identifying high quality youth programs from several perspectives: middle/high school youth, parents, youth development professionals and identifying resources in the community. It also includes a check list that will be included with each of the fact sheets.

4 pp. / This is a series of 6 fact sheets related to identifying high quality youth programs from several perspectives: middle/high school youth, parents, youth development professionals and identifying resources in the community. It also includes a check list that will be included with each of the fact sheets.

4 pp. / This is a series of 6 fact sheets related to identifying high quality youth programs from several perspectives: middle/high school youth, parents, youth development professionals and identifying resources in the community. It also includes a check list that will be included with each of the fact sheets.