Learning theory and environments
How do young people learn? How can youth programs best facilitate learning? Researchers and practitioners have contributed to an array of knowledge about how to maximize outcomes, with positive youth development as a core philosophy.
Comments on this page? Curator: Jessica Russo, Extension educator
Reports & journal articles
The purpose of this study was to examine academic outcomes of youth who participated in Minnesota's 4-H program compared to those who did not, and to understand how parent engagement and duration of 4-H participation affects youth achievement and attendance trajectories over five years. (PDF) 2014.
Prevailing narrative in the afterschool literature is premised on the idea that becoming a profession is required to build and sustain the field. Current strategies to professionalize do not reflect the complex and diverse nature of the work. This article uses critical theory to explore the imbalance of power in current discussions. 2013.
Research brief on youth engagement framework that includes Participation, Passion, Youth Voice, and Collective Leadership. (PDF) 2010.
A white paper on how quality matters in multiple dimensions of nonformal learning in the nonschool hours. (PDF) 2009.
Research focusing attention on the need for engagement of under-represented and under-served teen-agers, 13 years of age and older, in engaging and beneficial programs and opportunities that help them thrive. (PDF) 2009.