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dc.contributor.advisorAntrim, Patricia A.
dc.contributor.advisorRobins, Jennifer D.
dc.contributor.authorReinwald, Wendi
dc.date.accessioned2014-03-14T20:32:18Z
dc.date.available2014-03-14T20:32:18Z
dc.date.issued2014-03-14
dc.date.submitted2013-Summer
dc.identifier.urihttp://centralspace.ucmo.edu/handle/123456789/280
dc.descriptionIncludes bibliographical references (pages 29-33)
dc.description.abstractThe public library can play a unique role in connecting students with effective after-school programming. When done correctly, public libraries meet their goals of creating life-long library users, help students with informational and educational needs, and provide a safe learning environment. After-school programs can provide children the opportunity for improving academic achievement. However, are these programs effective? The research provided to answer this question was limited to peer-reviewed journals, program studies, and print resources. This research paper offers evidence regarding the impact after-school programs have on participants. The results show that participants in after-school reading promotion programs are exposed to more reading time and, in turn, improve reading ability. Those participants attending after-school homework assistance programs did not show significant changes in academic achievement, although attitudes toward school improved. This research also mentions the importance of technology in after-school programming and offers information regarding funding and evaluation.en_US
dc.format.extent1 PDF (33 pages)
dc.subjectResearch paper -- After-school programs.
dc.subject.lcshAfter-school programs.
dc.subject.lcshChildren's libraries -- United States.
dc.titleAfter-School Programming in the Libraryen_US
dc.typeResearch paper
dc.degree.disciplineLibrary Science and Information Services
dc.degree.grantorUniversity of Central Missouri
dc.degree.nameM.S.
dc.degree.levelMasters


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    Research papers written by graduate students for majors not requiring a thesis

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