| Summary: A brief description of the book |
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13 | (4) |
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Part I Fundamental concepts of after-school education and theoretical foundations |
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Chapter 1 Understanding after-school education with city implementation of the programs |
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17 | (8) |
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Some examples from the interviews |
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19 | (1) |
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Young Men's Christian Association (YCMC) |
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19 | (1) |
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20 | (1) |
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Citywide Youth Councils (CYC) |
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21 | (1) |
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22 | (1) |
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Communities in the schools |
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23 | (1) |
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Illinois after-school network |
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24 | (1) |
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24 | (1) |
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Chapter 2 The concepts of after-school education: Why are these concepts important for education? |
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25 | (8) |
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What is the relationship between these theories and after-school education? |
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27 | (3) |
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Well, how can this success occur? How can these children transfer the benefits of these environments to lives? |
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30 | (3) |
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Chapter 3 Social-emotional learning and after school education |
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33 | (18) |
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35 | (1) |
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The elements of social and emotional learning |
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36 | (2) |
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Social-emotional learning in Education |
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38 | (2) |
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Why not enable educators to embody all the existent features and use them in their teaching? |
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40 | (4) |
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Development of social and emotional skills in after-school education settings |
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44 | (7) |
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Part II A look at after-school programs from the school view |
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Chapter 4 The fields of after-school programs application and the effects on children's development |
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51 | (10) |
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The effect of after-school programs on children's development |
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54 | (7) |
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Chapter 5 After-school education programs and academic achievement |
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61 | (8) |
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Chapter 6 After-school education and children's social-emotional learning environments |
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69 | (12) |
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How can we create the learning environments supporting social-emotional learning? |
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69 | (2) |
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Creating a leaf fling environment sensitive to social-emotional development |
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71 | (2) |
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How can we create this environment? |
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73 | (1) |
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Do after-scheel programs have the potential to create an ideal learning environment? |
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74 | (2) |
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Can after-icheel learning environments be perceived or accepted as a part of ideal learning environments? |
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76 | (1) |
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The role of after school learning environments in the realization of social-emotional learning |
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77 | (4) |
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Part III After-school education and the viewpoints of parents |
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Chapter 7 How do parents get involved in after-school education? Parental Involvement |
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81 | (6) |
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Well, besides teachers, can parents influence in creating an ideal learning environment? |
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84 | (3) |
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Chapter 8 The general structure of after-school education in Turkey: An applied study example |
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87 | (32) |
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"Examining after-school education programs and its applications" |
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93 | (1) |
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After school programs through parents' eyes |
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94 | (2) |
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After school programs through students' eyes |
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96 | (2) |
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After school programs through teachers' eyes |
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98 | (2) |
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After-school program activities from administrators' eyes |
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100 | (3) |
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What is going on in after-school education? |
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103 | (3) |
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The status of preferences of after-school education programs and the practices based on socioeconomic level (SED) in Turkey |
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106 | (6) |
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So, what can be suggested by taking into account the ideas obtained from the stakeholders of these programs to obtain more benefits from after-school education programs in practice? |
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112 | (7) |
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Chapter 9 The case of after-school education in a time when concerns include the internet-mobile phones-social media-natural disasters and the dominance of viruses |
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119 | (8) |
| Bibliography |
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127 | |
Daugiau apie elektronines knygas