Bathgate Kelly, Silva Elena
Education Sector, Washington, D.C., USA.
New Dir Youth Dev. 2010 Fall;2010(127):63-73. doi: 10.1002/yd.363.
Reforms aimed at expanding learning for low-income children must do more than add hours and days to the school year; they must push beyond the traditional boundaries of school-based learning and find ways to maximize and integrate the assets that cities, districts, and communities can offer. This article reviews research on how schools are using extended learning time to promote student engagement and achievement. A key finding is that successful efforts use partnerships with outside organizations to provide academic support and enrichment activities that build students' skills and connections with an expanded network of supportive adults. The challenge is to ensure that these partnerships are not mere add-ons, designed only to plug extracurricular holes and seen as peripheral to the core academic work of schools. They must be part of a larger system that integrates in-school and out-of-school learning and improves outcomes for youth.
旨在为低收入家庭儿童拓展学习机会的改革，不能仅仅是增加学年的时长；还必须突破传统校内学习的界限，设法充分利用并整合城市、学区和社区所能提供的资源。本文回顾了关于学校如何利用延长学习时间来促进学生参与度和学业成绩的研究。一个关键发现是，成功的做法是与外部组织建立伙伴关系，以提供学术支持和拓展活动，从而培养学生的技能，并让他们与更广泛的支持性成年人网络建立联系。挑战在于确保这些伙伴关系不仅仅是附加物，仅用于填补课外活动的空白，且被视为学校核心学术工作的边缘部分。它们必须成为一个更大系统的一部分，该系统整合校内和校外学习，并改善青少年的学习成果。
