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<dc_set>
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        <dcvalue element="citation" qualifier="endPage">80</dcvalue>
        <dcvalue element="citation" qualifier="number">2</dcvalue>
        <dcvalue element="citation" qualifier="startPage">49</dcvalue>
        <dcvalue element="citation" qualifier="volume">14</dcvalue>
        <dcvalue element="contributor" qualifier="author">박영균</dcvalue>
        <dcvalue element="date" qualifier="accessioned">2022-12-22T16:55:38Z</dcvalue>
        <dcvalue element="date" qualifier="available">2022-12-22T16:55:38Z</dcvalue>
        <dcvalue element="date" qualifier="issued">2003-12-01</dcvalue>
        <dcvalue element="description" qualifier="abstract"><![CDATA[After-school programs in the United States began early in the 1870s. The programs are now focusing on the healthy development of all children including low-income and special needs children. The 21st-Century Community Learning Centers program, which is operated by the U.S. Department of Education, is one of the nation's models in after-school programs. However, interests in after-school activities in Korea were elaborated in the second report of education reform in 1995. After-school activity was included in the category of specialty and aptitude education at the time. 1t was expected that after-school program could promote students' good character and improve their creativity. Today, after-school programs are known as the ones that result positive outcomes to all children. Moreover, the program benefits many disadvantaged children; the children with disabilities and low-income children These children also perform best when they are provided with quality curricula, effective instruction with proper materials, safe and supportive learning environments.]]></dcvalue>
        <dcvalue element="description" qualifier="provenance">Made available in DSpace on 2022-12-22T16:55:38Z (KST). No. of bitstreams: 0</dcvalue>
        <dcvalue element="identifier" qualifier="issn">1225-6336</dcvalue>
        <dcvalue element="identifier" qualifier="localId">2003.14.2.49</dcvalue>
        <dcvalue element="identifier" qualifier="uri"><![CDATA[https://www.nypi.re.kr/repository/handle/2022.oak/1661]]></dcvalue>
        <dcvalue element="language">KOR</dcvalue>
        <dcvalue element="publisher">한국청소년정책연구원</dcvalue>
        <dcvalue element="title">After-School Programs in the United States and Its Implications to Korea - Benefits for Children with Special Needs -</dcvalue>
        <dcvalue element="title" qualifier="alternative">미국의 방과후 활동 프로그램이 한국에 주는 시사점 - 불이익 아동에 대한 이점 -</dcvalue>
        <dcvalue element="type">Article</dcvalue>
    </dublin_core>
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