After School Programs

This chapter outlines literature related to after school programs. Literature review is divided into the following categories: history of after school programs, necessity of after school programs, effectiveness of after school programs, frequency and duration, and after school secondary schools. This section also outlines the theoretical framework of this research. Theoretical Framework Constitutionalism is a learning philosophy based on the fact that we build our own knowledge about the world we live by looking back on our experience (Au & Carrol, 1996).

The after school program has existed for many years. "The after school program appeared in the form of a small special" boys club "in the last quarter century of the 19th century, usually just in the form of shops or rooms for churches and other local buildings" After school programs Introduction The development of the club is to provide entertainment and learning activities for children. In addition, the supply of after school programs is not as high as their needs. "Course" (National Opinion Research Center)

Students plan after class. In junior high school, young people play a more active role in selecting activities and personnel to be part of their lives. In after school programs, special attention must be paid to recruitment, training, arrangement, support, and evaluation of employees, not only in terms of administrative and supervisory abilities, but also with relationships with young people. Popular school staff can "cross" after school. For example, helping homework assignments in junior high schools tends to focus on group projects and voluntary research, and a variety of approaches are needed when students need help. Because there is a wide range of developmental differences among junior high school students, people working together need to be able to coordinate their assistance and communication in various situations. The staff needs to be trained to balance the flexibility and structure of the building, build social and independent opportunities, develop and foster relationships with young people who challenge.

Develop and execute after school programs. Junior high school students are increasingly matured to participate in discussions as after school programs targeting junior high school students are demanding more suitable quality evaluation criteria for development. Junior high school students can choose high quality after school programs and demonstrate priorities and values ​​in deciding whether to continue working in secondary schools. Several initiatives began focusing on how junior high school students start and maintain high quality research participating in after school programs. It is important to have junior high school students participate in ongoing discussions on quality evaluation of after school programs.