Book(print)#12002
Youth development and after-school time: a tale of many cities
In: New directions for youth development 94
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Article(electronic)#2December 2005
Editor‐in‐chief's notes
In: New directions for youth development: theory, research, and practice, Volume 2005, Issue 108, p. 1-4
ISSN: 1537-5781
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Article(electronic)#3September 2005
Editor‐in‐chief's notes: New schools for a new era: Catching up to a new social, health, and educational reality
In: New directions for youth development: theory, research, and practice, Volume 2005, Issue 107, p. 1-4
ISSN: 1537-5781
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Article(electronic)#4March 30, 2005
Editor‐in‐Chief's notes: The significance of enrollment, attendance, and engagement
In: New directions for youth development: theory, research, and practice, Volume 2005, Issue 105, p. 1-4
ISSN: 1537-5781
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Article(electronic)#5March 30, 2004
Editor's notes
In: New directions for youth development: theory, research, and practice, Volume 2004, Issue 101, p. 1-4
ISSN: 1537-5781
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Article(electronic)#6December 30, 2003
Editor‐in‐Chief's notes
In: New directions for youth development: theory, research, and practice, Volume 2003, Issue 100, p. 1-3
ISSN: 1537-5781
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Article(electronic)#7March 24, 2003
Learning with excitement: Bridging school and after‐school worlds and project‐based learning
In: New directions for youth development: theory, research, and practice, Volume 2003, Issue 97, p. 121-138
ISSN: 1537-5781
AbstractA bridging typology captures a range of ways that after‐school programs connect children's diverse worlds and support project‐based learning.
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Article(electronic)#8December 2002
Editor‐in‐Chief's notes: The meaning of youth participation
In: New directions for youth development: theory, research, and practice, Volume 2002, Issue 96, p. 1-4
ISSN: 1537-5781
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Article(electronic)#9June 2002
Editor's notes
In: New directions for youth development: theory, research, and practice, Volume 2002, Issue 94, p. 1-2
ISSN: 1537-5781
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Article(electronic)#10March 2002
Introduction
In: New directions for youth development: theory, research, and practice, Volume 2002, Issue 93, p. 1-4
ISSN: 1537-5781
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Book(print)#111994
Children, youth, and suicide: developmental perspectives
In: New directions for child development 64
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Article(electronic)#12March 2012
Issue editors' notes
In: New directions for youth development: theory, research, and practice, Volume 2012, Issue 133, p. 1-2
ISSN: 1537-5781
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Article(electronic)#13March 2012
Bullying in schools: What is the problem, and how can educators solve it?
In: New directions for youth development: theory, research, and practice, Volume 2012, Issue 133, p. 7-13
ISSN: 1537-5781
AbstractThis chapter reviews recent research on bullying from an educator's perspective. It is well known that bullying, a serious issue in schools, can be prevented when educators intervene. But research has shown that it is difficult for educators to detect bullying situations in their school and intervene competently and effectively. This chapter examines how educators can detect bullying, how they can best tackle serious cases of bullying, and how they can best prevent bullying in the long run.
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Article(electronic)#14December 2008
Issue editors' notes
In: New directions for youth development: theory, research, and practice, Volume 2008, Issue 120, p. 1-5
ISSN: 1537-5781
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Article(electronic)#15December 2008
Future systemic transformations
In: New directions for youth development: theory, research, and practice, Volume 2008, Issue 120, p. 179-188
ISSN: 1537-5781
AbstractThis final article addresses the need to create further evidence that the integration of student support and afterschool programming enhances student learning and thriving inside and outside schools. Many models are being put forward to address student support, but research findings on their effectiveness have been surprisingly mixed and designs have often been flawed. When interventions are tied to classrooms and support students, teachers, and administrators, an increase in effectiveness can be expected as compared to a wraparound model that leaves the classroom and much of the school day as the sole domain of teachers. The authors describe the next steps for the RALLY approach, especially the creation of a train‐the‐trainer model for school districts, after‐school programs, and mental health agencies.
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