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Learning Lessons from Summer Program Implementation Research

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Τίτλος: Learning Lessons from Summer Program Implementation Research
Γλώσσα: English
Συγγραφείς: Kathleen Lynch
Πηγή: Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2025 98(4):161-171.
Διαθεσιμότητα: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Ημερομηνία έκδοσης: 2025
Τύπος εγγράφου: Journal Articles
Reports - Evaluative
Descriptors: Summer Programs, Program Implementation, Program Effectiveness, Informal Education, Teacher Role, Learning Activities, Low Income Students, Access to Education
DOI: 10.1080/00098655.2025.2540859
ISSN: 0009-8655
1939-912X
Περίληψη: The frequent need that students exhibit for greater academic and nonacademic support than can be offered during the regular school day is a widely documented challenge. Summer programs are a common tool that schools and districts employ to expand the time over which students have access to learning opportunities and resources. For the current article, we examined 65 summer learning program evaluation reports through a qualitative lens, in order to synthesize the report authors' views on the implications for effective summer program practice that emerged from their work. We also review recommendations for school leaders and educators to support summer learning outside the context of a formal summer program.
Abstractor: As Provided
Entry Date: 2025
Αριθμός Καταχώρησης: EJ1490103
Βάση Δεδομένων: ERIC
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  Data: The frequent need that students exhibit for greater academic and nonacademic support than can be offered during the regular school day is a widely documented challenge. Summer programs are a common tool that schools and districts employ to expand the time over which students have access to learning opportunities and resources. For the current article, we examined 65 summer learning program evaluation reports through a qualitative lens, in order to synthesize the report authors' views on the implications for effective summer program practice that emerged from their work. We also review recommendations for school leaders and educators to support summer learning outside the context of a formal summer program.
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