Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6486
Title: “Who Wouldn't Want to Be in a Better Situation?”: The Effects of Institutionalized Barriers on Youth Worker Expertise
Authors: Van Steenis, Erica
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Van Steenis, E. (2020). “Who Wouldn't Want to Be in a Better Situation?”: The Effects of Institutionalized Barriers on Youth Worker Expertise. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2006-2013). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Youth workers perform a range of complex services in afterschool settings and in support of positive youth development. Research highlights that quality professional development experiences can improve outcomes for youth workers, children and youth, and afterschool programs (Bowie & Bronte-Tinkew, 2006). The wide range of professional development initiatives include continuing education and credentialing programs, pre-service and in-service training, and distribution of resource like newsletters (Bowie & Bronte-Tinkew, 2006). Scholars and practitioners agree that the field must offer more professional development opportunities for youth workers. While agreement exists across the field that youth workers must have access to quality professional, questions persist about how to best design consequential learning experiences that capture the complexities of the practice (Hall & Jurow, 2015). I advance the argument that professional development efforts would do well to consider the effects of institutional challenges.
URI: https://doi.dx.org/10.22318/icls2020.2006
https://repository.isls.org//handle/1/6486
Appears in Collections:ICLS 2020

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