[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590496-105":59,"doc-detail-590496-en":129},{"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":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","perilprise-afterschool-programson-school-territory-joseph-l-polman","perilprmise - Afterschool Programson School Territory - Joseph L. Polman","","An afterschool club led by Joseph L. Polman shows how youth inquiry work can be shaped by the physical setting of “school territory.” The narrative follows Jeff, an eighth grader with dyslexia, whose enthusiastic search for Underground Railroad and abolitionist resources leads to multimedia web pages. When a school administrator reframes Jeff’s behaviors as problems, the text questions deficit-focused interpretations and argues for positive youth development. It also reviews research supporting afterschool opportunities while analyzing opportunities and risks when programs occur inside school facilities.",{"@graph":69,"@context":121},[70,84,104],{"@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":53,"@type":76,"position":81},"https://docshare.wps.com/document/lifestyle/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/perilprise-afterschool-programson-school-territory-joseph-l-polman/590496/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/perilprise-afterschool-programson-school-territory-joseph-l-polman/590496.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How did Jeff get involved in the afterschool club’s Underground Railroad research?","Question",{"text":111,"@type":112},"While searching online for Underground Railroad information, Jeff found a site about an abolitionist newspaper editor nearby. The leader encouraged him to pursue it, and he printed pages and shared ideas with the group.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why did the club’s location create a risk for interpreting Jeff’s behavior?",{"text":116,"@type":112},"An administrator suggested Jeff was a “problem kid” and mentioned dyslexia, leading the adults to reconsider whether behaviors they viewed as strengths might be treated as deficits by the school.",{"name":118,"@type":109,"acceptedAnswer":119},"What overall goals guided the afterschool technology clubs described in the text?",{"text":120,"@type":112},"The clubs aimed to strengthen youth ties to local community history, support positive identity and attitudes while building knowledge of technology use, and involve future and practicing teachers in inquiry-oriented models.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},590496,1792077089,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":52,"category_name":53,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","perilprmise  \nAfterschool Programson School Territory  \nby Joseph L. Polman  \n“J  \neff” was an energetic, engaged eighth grader at an afterschool club held in the library of a middle school. In this club, the young peo-  \nple, who were predominantly African American, learned about the history of resistance to slavery in their local geographic region bordering the dividing line between North and South. Using information from field trips, the Internet, and print sources, the youths designed and created a set of multimedia web pages. I initiated and led the club, involving local university students as facilitators as part of their course requirement. While searching for Underground Railroad information and resources on the Internet, Jeff encountered a website with information about an abolitionist newspaper editor in a nearby town. Seeing a promising direction, I suggested Jeff pursue it. He continued his energetic and enthusiastic search for information, printing web pages and sharing ideas with us, much to the adults’ delight.  \nLater, we encountered the possibility of school labels negatively influencing us. At the end of one session, an administrator casually asked who was in our  \nPolman, J. L. (2003) . The Perils and Promise of Afterschool Programs on School Territory. Afterschool Matters, 3, 3–12.  \nclub. At the mention of Jeff, she said, “It’s really nice you’re trying to help him. . . . He’s one of our problem kids. . . . He’s got dyslexia.” Suddenly we knew that some of the same behaviors we had interpreted as Jeff’s “star quality” were interpreted as a problem by the school. As we neared the deadline for the project that Jeff was not finalizing as smoothly as we had hoped, how would we interpret Jeff’s behavior? Would we, as school staff and many others in the helping professions all too often do, focus on Jeff’s deficits, inadvertently contributing to the negative self-image of youth we are trying to help? Or would we build on the assets that Jeff brought to the club’s work, using  \nthe principles of positive youth development?  \nThe undergraduate students and I struggled with this issue. We would like to think that we held true to our principles and that Jeff and the entire group benefited. But would this even have been an issue had we not situated our afterschool club in territory that is  \nStudio in a School  \nPolman Perils and Promise 5  \noften unhelpful and—despite good intentions—sometimes even hostile to youth like Jeff?  \nIn a recent article in this journal, Susan Ingalls insisted that “kids need environments other than school buildings in which to play, and grow, and transform” (2003, p. 31) . Her argument, along with numerous other studies (e.g., Ball & Heath, 1993; Garner, Zhao, & Gillingham, 2002; McLaughlin, 1993, 2000), is that community-based organizations (CBOs) outside of school provide unique youth development environments that should be supported by citizens, policymakers, funders, and educators who care for the future of youth. I fully support these authors’ goals of maintaining and expanding afterschool opportunities for youth in CBOs, but I wish to look more closely at the reality and potential of afterschool activities that take place physically in school facilities. I agree with these authors that the location of learning environments is not trivial, and I will argue that situating such learning environments on school territory presents substantial opportunities as well as important risks in the daily conduct and outcomes of afterschool programs. Just as a growing body of research helps to delineate what distinguishes effective afterschool programs in CBOs from ineffective ones (again, see McLaughlin, 2000, for a summary), I wish to contribute to a better understanding of what distinguishes effective and ineffective afterschool programs in schools.  \nWhere Do You Hold Your Afterschool Technology Club?  \nOver the past six years, I have been involved in  \ndesigning and directing several technolog","cbCaicY6HyL3GWPe","https://ap.wps.com/l/cbCaicY6HyL3GWPe","pdf",259542,"English","# Afterschool Programson School Territory\n## Jeff and positive youth development\n## Research on environments beyond school\n## Technology-rich afterschool clubs and inquiry","[{\"question\":\"How did Jeff get involved in the afterschool club’s Underground Railroad research?\",\"answer\":\"While searching online for Underground Railroad information, Jeff found a site about an abolitionist newspaper editor nearby. The leader encouraged him to pursue it, and he printed pages and shared ideas with the group.\"},{\"question\":\"Why did the club’s location create a risk for interpreting Jeff’s behavior?\",\"answer\":\"An administrator suggested Jeff was a “problem kid” and mentioned dyslexia, leading the adults to reconsider whether behaviors they viewed as strengths might be treated as deficits by the school.\"},{\"question\":\"What overall goals guided the afterschool technology clubs described in the text?\",\"answer\":\"The clubs aimed to strengthen youth ties to local community history, support positive identity and attitudes while building knowledge of technology use, and involve future and practicing teachers in inquiry-oriented models.\"}]","perilprmise - Afterschool Programson School Territory - Joseph L. Polman | PDF",1792069756,15]