This qualitative phenomenological study was based on interviews with 25 persons who had a connection to the 21st Century Community Learning Center (CCLC) afterschool program. Twelve of the individuals were students in the third through fifth-grade; seven were parents/guardians of the students; three were classroom teachers, one from each grade level; and three were 21st CCLC staff members, which included a former site coordinator, a teacher, and a teacher's aide. The purpose was to determine the impact that the 21st CCLC afterschool program had on elementary students' academic and social-emotional well-being in an urban school district. Results of the interviews indicated that students and parents/guardians overall were very pleased with the program in regards to academic and social-emotional help. Classroom teachers saw the benefit of the program, but the majority felt that it did not increase school academics significantly; however, they felt that social-emotional gains were a plus, but more could be achieved to intentionally improve these skills. The 21st CCLC staff felt academic growth was evident, but again, more could be done to meet the needs of the students in the program. The 21st CCLC staff also felt they did meaningful work in developing positive social-emotional skills in the students, but more could be accomplished. All participants agreed that the relationships that developed between the students and the 21 st CCLC staff were a very important, positive portion of the program.
|Commitee:||Doll, Brenda, Schwemmer, Gabrielle|
|Department:||School of Education|
|School Location:||United States -- Illinois|
|Source:||DAI-A 79/07(E), Dissertation Abstracts International|
|Keywords:||21st century community learning centers, Community schools, Elementary education, Urban education|
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