Improving youth development and well-being requires improving the everyday settings where development occurs. In this volume, scholars who study three different settings classrooms, youth programs, and mentoring dyads reflect on what constitutes quality in their setting and how to think about measuring it. The authors focus specifically on quality "at the point of service," meaning the specific practices, processes, and interactions that occur among adults and youth in the setting. Topics include:
- Using instructional logs to identify quality in educational settings
- Classroom processes and positive youth development
- Assessing the quality of youth mentoring relationships
- Creating quality within the daily tumble of events in youth settings
- Assessing after-school settings
- Quality and accountability in the out-of-school-time
- Recent developments and future directions for the out-of-school-time field
The articles also offer practical advice about effective and manageable ways that practitioners can incorporate assessment into their work in order to improve quality. Together these articles represent a wealth of knowledge about what is important to measure in youth-serving settings and the pros and cons of different approaches to measurement. This information can help practitioners and policymakers grapple with how to use scarce evaluation resources wisely, establish productive accountability systems, and link data and program improvement strategies in ways that make services more effective.
This is the 121st volume of New Directions for Youth Development, the Jossey-Bass quarterly report series dedicated to bringing together everyone concerned with helping young people, including scholars, practitioners, and people from different disciplines and professions. The result is a unique resource presenting thoughtful, multi-faceted approaches to helping our youth develop into responsible, stable, well-rounded citizens.
|Series:||J-B MHS Single Issue Mental Health Services Series , #95|
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About the Author
Nicole Yohalem is program director at the Forum for Youth Investment.
Robert C. Granger is president of the William T. Grant Foundation.
Karen J. Pittman is executive director of the Forum for Youth Investment.
Table of Contents
Issue Editors' Notes 1Nicole Yohalem, Robert C. Granger, Karen J. Pittman
Executive Summary 5
1. Using instructional logs to identify quality ineducational settings 13Brian Rowan, Robin Jacob, Richard CorrentiThis chapter focuses on specific classroom processes and practicesthat influence student achievement and explores two commonapproaches to studying them: direct classroom observation andannual surveys of teachers.
2. Classroom processes and positive youth development:Conceptualizing, measuring, and improving the capacity ofinteractions between teachers and students 33Robert C. Pianta, Bridget K. HamreThe Classroom Assessment Scoring System (CLASS) framework andobservation tool, a theoretically driven and empirically supportedsystem for conceptualizing, organizing, and measuring classroominteractions, is used as a basis to discuss improvingteacher-student interactions.
3. Capturing the magic: Assessing the quality of youthmentoring relationships 47Nancy L. Deutsch, Renée SpencerThis article discusses what it means, for research and practice, toconsider mentoring relationships as settings embedded within thelarger settings of mentoring programs.
4. Practitioner expertise: Creating quality within the dailytumble of events in youth settings 71Reed W. Larson, Aimee N. Rickman, Colleen M. Gibbons, Kathrin C.WalkerThis article argues that practitioner expertise—how youthworkers respond to and shape the myriad events, situations, andepisodes they face on a daily basis—is critical tounderstanding and measuring setting quality.
5. Assessing after-school settings 89Jean Baldwin Grossman, Julie Goldsmith, Jessica Sheldon, Amy J.A. ArbretonThis article explores three features of after-schoolquality—youth engagement, well-conceived and deliveredcontent, and a conducive learning environment—andopportunities and limitations associated with different approachesto measuring them.
6. Quality and accountability in the out-of-school-timesector 109Charles Smith, Thomas J. Devaney, Tom Akiva, Samantha A.SugarThis article defines point-of-service quality in out-of-schooltime, describes an observational assessment tool and associatedsupports designed to assess and improve practice, and explores howquality metrics can be used to drive innovative approaches toaccountability.
7. The quest for quality: Recent developments and futuredirections for the out-of-school-time field 129Nicole Yohalem, Robert C. Granger, Karen J. PittmanQuality has become a priority for the out-of-school-time field.This article features several promising opportunities for progressthat are emerging across research, policy, and practice.