Fifth Dimension, The
An After-School Program Built on Diversity
Publication Year: 2006
Published by: Russell Sage Foundation
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This volume describes and analyzes a long-term effort to address a number of recalcitrant issues that affect childrenâs welfare in the contemporary United States. These issues are located at the intersection of theories of human development, the changing institutional organization of childrenâs...
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When Mike Cole and I met about five years ago in a diner in San Diego, I felt simultaneously wrapped in a warm, fuzzy blanket and refreshed by a blast of crisp New York autumn air. Warm and fuzzy because Mikeâs conversation was infused with concern about the young people attending...
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For the past decade, a group of college professors and their students have been gathering several days a week with elementary school children at various after-school centers to take part in an unusual educational experience. They play games and puzzle over homework problems. They write to each other...
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As noted in chapter 1, the disciplinary backgrounds we brought to the design of our local after-school systems varied considerably, but we all adhered to a core set of concepts that placed a premium on the idea that individual development is a part of, and depends on, participation in a culturally...
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The previous two chapters described some of the early history of efforts to develop after-school educational enrichment activities and summarized the central theoretical ideas that guided our efforts at program design, implementation, and evaluation. Our goal in this chapter is to describe the projects that generated the data we use to evaluate...
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Evaluating the Fifth Dimension is a complex challenge. In light of the goals and design of our project, our evaluation efforts have addressed these questions: â¢ What are the effects of Fifth Dimension participation on childrenâs learning, and how do those effects emerge?...
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A Fifth Dimension site in operation creates a strong impression that good things are happening and that children are learning. Children and their undergraduate partners chatter away, problems get solved, and reading and writing abound. However, more than good impressions are needed to provide convincing evidence that the...
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The evaluation studies in chapter 5 provide ample evidence that participation in the Fifth Dimension has a positive impact on a range of childrenâs academic skills, but they do not provide direct evidence about the sorts of interactions that could plausibly be linked to these desirable outcomes.1 The purpose of this chapter...
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Chapters 5 and 6 demonstrated the Fifth Dimensionâs success in enhancing childrenâs educational achievement during the after-school hours. In this chapter, we discuss the effects of Fifth Dimension participation on a second group of learners: the undergraduate students who assist the children. Reports...
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Up to this point, we have concentrated on describing the design and implementation of Fifth Dimension after-school programs that were all funded by the Mellon Foundation and participants in the research plan laid out in earlier chapters. In this chapter, we go beyond these early programs to describe...
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Having provided an account of our multiyear attempt to design, implement, and sustain Fifth DimensionâUC Links after-school programs and their associated courses in colleges and universities, it is time to return to our starting point to reflect on what we have accomplished, where we have failed, and the lessons others might...
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About the Authors
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Page Count: 248
Publication Year: 2006