Sage Journals: Discover world-class research

Retricted access

Research article

First published 2013-9

Blog-Based Support for Preservice Teachers in an Afterschool Tutoring Program

Jennifer Moon Ro, Kathleen Magiera, Kathleen Gradel [...]

Journal of Educational Technology Systems

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Research article

First published 2021-7

Reading and inquiring in an afterschool tutoring program: Working to re-imagine the reading intervention paradigm

Dennis S. Davis, Jill Jones, Nermin Vehabovic [...]

Improving Schools

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Research article

First published 2026-3

Supporting African Refugee Children in an Afterschool Program: Facilitating Academic and Socio-Emotional Development

Kennedy M. Damoah, Marina Vasilyeva, Rebecca Lowenhaupt

Education and Urban Society

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Research article

First published 2018-5

Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers

Garrett J. Roberts, Philip Capin, Greg Roberts [...]

Remedial and Special Education

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Research article

First published 2013-5

Effective Facets of a Field Experience That Contributed to Eight Preservice Teachers’ Developing Understandings About Culturally Responsive Teaching

Susan V. Bennett

Urban Education

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Research article

First published 2008-8

The Child With Arthritis in the School Setting

Maria Sanzo

The Journal of School Nursing

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Research article

First published 2014-3

Instruction Matters: Lessons from a Mixed-Method Evaluation of Out-Of-School Time Tutoring under No Child Left Behind

Annalee B. Good, Patricia Burch, Mary S. Stewart [...]

Teachers College Record: The Voice of Scholarship in Education

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Blog-Based Support for Preservice Teachers in an Afterschool Tutoring Program

Reading and inquiring in an afterschool tutoring program: Working to re-imagine the reading intervention paradigm

Supporting African Refugee Children in an Afterschool Program: Facilitating Academic and Socio-Emotional Development

Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers

Effective Facets of a Field Experience That Contributed to Eight Preservice Teachers’ Developing Understandings About Culturally Responsive Teaching

The Child With Arthritis in the School Setting

Instruction Matters: Lessons from a Mixed-Method Evaluation of Out-Of-School Time Tutoring under No Child Left Behind