The Fifth Dimension: An After-School Program Built on Diversity

Index

Index Boldface numbers refer to figures and tables. African Americans, 46–48 Afterschool Alliance, 189 After-School Corporation, The (TASC), xv–xvi After-School Foundation, 203n1 after-school programs: approaches to, xv–xvii; contemporary expansion of, 3–4, 198; desirable characteristics of, 198–200; evaluating the quality of (see evaluating after-school programs ); the Fifth Dimension (see Fifth Dimension programs); history of, 2–3; latchkey children and, 2, 198 America’s After-School Choice: The Prime Time for Juvenile Crime or Youth Enrichment and Achievement, 3 America’s Child Care Crisis: A Crime Prevention Tragedy, 3 Appalachian State University (ASU): computers available at, 25; expansion and survival of programs associated with, 166–67; Fifth Dimension programs at, 11, 52–55; mathematical literacy, evaluation of, 95, 97–98; program evaluation at, 74, 76–77, 180; reading comprehension, evaluation of, 99–102; sustainability of Fifth Dimension programs at, 191–92; undergraduates , impact of Fifth Dimension participation on, 130–35, 155–56 ASU. See Appalachian State University Atkinson, Richard, 191 B. C. McCabe Foundation, 63–64, 140 Benemérita Universidad Autónoma de Puebla, 160, 165 BGC. See Boys and Girls Clubs bilingual code switching, 155 Blanton, William, 52–54, 74, 76–77, 167, 191–92 Boys and Girls Clubs (BGC), 2–3; of Escondido, 10, 55–57, 74, 87–93, 95–96, 101–3; of Goleta, 11, 57–61, 74, 94–95; of San Diego, 36–39, 78–79, 121–27; of Whittier, 11, 61–64, 130, 139–49 Boys Club of New York, 3 Brazil, 166 Bremme, Don, 61–63 Brenner, Betsy, 57–60 California, expansion of Fifth Dimension projects in, 162–63 California at San Diego, University of (UCSD): Fifth Dimension programs at, 7, 10; initial growth of Fifth Dimension at, 35; Laboratory of Comparative Human Cognition (LCHC), 36–38; negotiated social relations in “Island Survivors,” 121–27; partnership with La Clase Mágica (see La Clase Mágica); partnership with the Boys and Girls Club, 36–39, 78–79; sustainability of Fifth Dimension programs at, 191–92; undergraduates , impact of Fifth Dimension participation on, 130, 135–39, 157 California at Santa Barbara, University of: Fifth Dimension program at, 11; mathematical literacy, evaluation of, 94–95; partnership with the Boys and Girls Club, 57–61; program evaluation at, 74, 77, 181; undergraduate course at, 195 California State University at San Marcos (CSUSM): computer literacy at, 87–93; Fifth Dimension program at, 10; mathematical literacy, evaluation of, 95–96; partnership with the Boys and Girls Club, 55–57; program evaluation at, 77; reading comprehension , evaluation of, 101–3; undergraduate course at, 195 children: after-school programs for (see after-school programs; Fifth Dimension programs); cognitive and academic skills, development of (see cognitive and academic skills); latchkey, 2; in sociocultural context, Bronfenbrenner-style picture of, 17; voluntary participation of, 30 Claiborne Elementary School, 11, 49–50 Cloze completion procedure, 99–100 Club Proteo, 58–61 cognitive and academic skills: computer literacy, effects of the Fifth Dimension experience on, 87, 89–93; Fifth Dimension studies of, 88; mathematical understanding and problem-solving, effects of the Fifth Dimension experience on, 93–98; quantitative effects of Fifth Dimension programs, 85–86, 105–6; quantitative evaluation of, methodology for, 73–79, 179–81; reading, writing, and bilingual skills, effects of the Fifth Dimension experience on, 98–103; relational view of, 15–16; studies with experimental or quasiexperimental designs, 86–103; studies with only pre- and post-test comparisons , 103–5; written expression, effects of the Fifth Dimension experience on, 103–5 Cole, Michael: Bremme, connections with, 62; expansion of the Fifth Dimension , activities furthering, 163, 167; Fifth Dimension programs at the University of California at San Diego, 39, 41; Friedman, meeting with, xv; program evaluation, 67–71, 78, 81 communication technologies. See technology communicative practices, centrality of, 28, 113 community evaluation, 182–84 community of learners, 23–24, 112–13, 155–56 community of practice, 174–75 computers. See technology concentric-circles model of context, 16–18, 67–68 constitutive ethnography, 80 context: centrality of for learning and development, 16–20, 172–73; child development in an educational setting , Bronfenbrenner-style picture of levels of, 68; child in sociocultural, Bronfenbrenner-style picture of, 17; limits of explanation based on, 19–20; social-ecological/concentric circles concept of, 16–18, 67–68; weaving together elements of, 18–19, 80, 82 Cristo Rey Community Center, 10, 43–45 CSUSM. See California State University at San Marcos Cuban, Larry, 182–83 cultural-historical activity theory, 151–52 culture: clash...