Defining and Measuring Quality in Youth Programs and Classrooms: New Directions for Youth Development

Defining and Measuring Quality in Youth Programs and Classrooms: New Directions for Youth Development

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Product Details

ISBN-13: 9780470487518
Publisher: Wiley
Publication date: 05/04/2009
Series: J-B MHS Single Issue Mental Health Services Series , #95
Pages: 152
Product dimensions: 5.90(w) x 8.90(h) x 0.40(d)

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.

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Table of Contents

Issue Editors' Notes 1
Nicole Yohalem, Robert C. Granger, Karen J. Pittman

Executive Summary 5

1. Using instructional logs to identify quality ineducational settings 13
Brian Rowan, Robin Jacob, Richard Correnti
This 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 33
Robert C. Pianta, Bridget K. Hamre
The 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 47
Nancy L. Deutsch, Renée Spencer
This 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 71
Reed W. Larson, Aimee N. Rickman, Colleen M. Gibbons, Kathrin C.Walker
This 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 89
Jean Baldwin Grossman, Julie Goldsmith, Jessica Sheldon, Amy J.A. Arbreton
This 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 109
Charles Smith, Thomas J. Devaney, Tom Akiva, Samantha A.Sugar
This 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 129
Nicole Yohalem, Robert C. Granger, Karen J. Pittman
Quality 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.

Index 141

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