[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591401-105":59,"doc-detail-591401-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","networks-analysis-of-a-regional-ecosystem-of-afterschool-programs-case-studies-and-network-centric-strategy-formation","Networks Analysis of a Regional Ecosystem of Afterschool Programs - Case Studies and Network-Centric Strategy Formation","","Networks analysis of a regional ecosystem of afterschool programs examines how families, schools, communities, and youth are interrelated and how collaboration shapes support for at-risk youth. The paper uses ecosystem as a network-centric framework to analyze program strategies in Dallas County, Texas, building from prior case studies on leadership-money integration and school-based information systems. It links municipal, community, family, and youth roles to identify strengths and vulnerabilities in existing program relationships and resource development directions.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/networks-analysis-of-a-regional-ecosystem-of-afterschool-programs-case-studies-and-network-centric-strategy-formation/591401/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/networks-analysis-of-a-regional-ecosystem-of-afterschool-programs-case-studies-and-network-centric-strategy-formation/591401.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the paper’s network analysis?","Question",{"text":112,"@type":113},"To analyze the ecosystem of afterschool programs in Dallas County, Texas, treating the system as inter-organizational relationships that can inform program strategy formation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper describe the ecosystem relationships among regions, communities, families, and youth?",{"text":117,"@type":113},"It presents them as interdependent: quality afterschool programs relate to community health and strength, strong communities support families’ development of children, and youth participate through school completion and civic or service activities.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of strengths and vulnerabilities does the study aim to identify?",{"text":121,"@type":113},"It targets patterns of existing relationships among afterschool programs, sponsors, and program support organizations in Dallas County to surface both strengths and vulnerabilities.",{"name":123,"@type":110,"acceptedAnswer":124},"What earlier approaches and evidence does the paper build on?",{"text":125,"@type":113},"It draws on research documenting the impact of family-school-community collaboration, dialogue among leaders and community representatives, school-based information systems, and the combined role of leadership and resources.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},591401,1792189439,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","networks analysis of a regional ecosystem of afterschool programs  \nby Martha G. Russell and Marc A. Smith  \n“One of the most important, cross-cutting social policy perspectives to emerge in recent years is an awareness that no single institution can create all the conditions that young people need to flourish”(Melaville & Blank, 1998) . Case studies have documented the impact of familyschool-community collaboration in afterschool programson increasing awareness about the problems of at-risk youth (Lauer et al., 2006), initiating dialogue among leaders and community representatives, developing  \nrich school-based information systems, and demonstrating how to build strong relationships between public and private sectors through the combination of leadershipandmoney(Schargel& Smink,2001). Communities, families, and youth are interrelated: The availability of quality afterschool programs is related to the health and strength of communities (Norris, 1994), and strong communities play an important role in supporting fami-  \nlies as they help children develop (Jordan, Orozco, & Averett, 2002; Kane, 2004) .  \nThis paper describes a network analysis of the ecosystem of afterschool programs in Dallas County, Texas. We use the term ecosystem as metaphoric reference for program analysis and strategy formation based on a network-centric mindset. The Innovation Ecosystem  \nMARTHA G. RUSSeLL is senior research scholar at the Human Sciences Advanced Technology Institute and associate director of Media X at Stanford University. Her background spans market research, program evaluation, business development, innovation, and technology transfer in social services, communications, and information sciences. She volunteers for afterschool initiatives and serves on the editorial boards of the Journal of Interactive Advertising, the Journal of Electronics, and Technology Forecasting and Social Change.  \nMARC A. SMiTH is distinguished visiting scholar at Media X at Stanford University. He is a sociologist specializing in the social organization of online communities and computer-mediated interaction. He founded and managed the Community Technologies Group at Microsoft Research in Redmond, Washington, and leads the Connected Action consulting group. He is a co-founder of the Social Media Research Foundation, which is dedicated to “Open Tools, Open Data, and Open Scholarship” related to social media.  \nTable 1. Components of the Region-Communities-Families-Youth System  \n\n| COMPONeNT DeSCRiPTiON | iMPORTANCe TO THe AFTeRSCHOOL eCOSYSTeM |\n| --- | --- |\n| Regions and cities support their neighborhoods and communities through municipal programs that ensure meaningful employment, support infrastructures for workers, provide business development for new companies and services, and cultivate inter-organizational effectiveness among the municipal entities charged with the well-being of communities and neighborhoods. | With participation from youth who have investment in the community’s future, municipalities maintain a shared vision of how children mature into contributing members of the community. |\n| Communities and neighborhoods take care of their families by ensuring adequate housing, fostering a sense of community, supporting parents to provide safe and nurturing environments for their children, and providing options for dependent care for working parents. | Strong communities have the capacity to offer programs that are relevant to community members. Such communities support families’ involvement in their children’s learning and development. |\n| Families (particularly their adults) take care of children | Productive and well-adjusted parents provide |\n| by providing for necessities, promoting self-esteem, | stability, security, encouragement, and continuity to |\n| supervising and guiding children’s activities, and being | youth in their learning and development activities |\n| involved in children’s learning. | both at home and at school. |\n| Youth learn ","cbCaipXFnIUOs4UJ","https://ap.wps.com/l/cbCaipXFnIUOs4UJ","pdf",611790,11,"English","# Network analysis framework\n## Ecosystem and network-centric mindset\n# Regional system components\n## Regions and cities\n## Communities and families\n## Youth roles\n# Research questions for Dallas County","[{\"question\":\"What is the main purpose of the paper’s network analysis?\",\"answer\":\"To analyze the ecosystem of afterschool programs in Dallas County, Texas, treating the system as inter-organizational relationships that can inform program strategy formation.\"},{\"question\":\"How does the paper describe the ecosystem relationships among regions, communities, families, and youth?\",\"answer\":\"It presents them as interdependent: quality afterschool programs relate to community health and strength, strong communities support families’ development of children, and youth participate through school completion and civic or service activities.\"},{\"question\":\"What kinds of strengths and vulnerabilities does the study aim to identify?\",\"answer\":\"It targets patterns of existing relationships among afterschool programs, sponsors, and program support organizations in Dallas County to surface both strengths and vulnerabilities.\"},{\"question\":\"What earlier approaches and evidence does the paper build on?\",\"answer\":\"It draws on research documenting the impact of family-school-community collaboration, dialogue among leaders and community representatives, school-based information systems, and the combined role of leadership and resources.\"}]","Networks Analysis of a Regional Ecosystem of Afterschool Programs - Case Studies and Network-Centric Strategy Formation | PDF",1792071786,28]