Making Summer Count: How Summer Programs Can Boost Children's Learning
By J. McCombs, Catherine H. Augustine, H. Schwartz, S. Bodilly, Brian McInnis, Dahlia S. Lichter, A. Cross. 2011
124 citations recorded by the source corpus.
The results of this year’s poll reaffirm Americans’ trust in and respect for their local schools and teachers, but also reflect an increasing level of concern for our nation’s schools as a whole. While a number of issues relate to how we ensure all students have access to the highest-quality education, including teachers, technology, charter schools, and more, what remains constant in all domains is the need for quality teaching and highly skilled teachers. www.pdkintl.org/poll/index.htm
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/802dc25cc9379da9d35e68de3d6cd62ec5172399
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Linda Darling-Hammond
- Brigid Barron
- Channa M. Cook-Harvey
- D. Osher
- Lisa Flook
- J. Teodorović
- K. Ann Renninger
- J. A. Linney
Citations in the corpus
- The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8 (2013, unknown): “The RAND report also suggested that “classroom-based programs may result in additional positive outcomes . . . such as mathematics achievement and improvements in safety, nutrition, behavioral or social outcomes, or recreational opportunities during the summer” (McCombs et al., 2011, p. 43).”
- Implications for educational practice of the science of learning and development (2019, result): “Other reviews show similar effects (McCombs et al., 2011), and a review of effects for “at-risk” students found stronger outcomes for longer programs and those with both social and academic foci than for those that were academic alone (Lauer et al.”