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This paper examines the relation between children's summer activities before fourth through sixth grade and their vocabulary knowledge in fifth grade and at age fifteen using the NICHD SECCYD dataset (N = 1,009). We used OLS regression and propensity score analyses to understand how children's summer reading, library visits, participation in enrichment classes, and unsupervised time predicts their vocabulary knowledge. Propensity score matching and OLS analyses show that time spent reading predicts vocabulary during the following two years, and high levels of time allocated to reading across three or more summers in middle childhood predicts vocabulary knowledge at age 15. OLS analyses suggest a relationship between library visits and vocabulary knowledge. There is no short-term relationship between enrichment classes and vocabulary knowledge, although our OLS analysis demonstrated that consistent enrollment in summer enrichment classes over three years predicted improved vocabulary. Unsupervised time predicted poor vocabulary in both the short and long-term. (DIPF/Orig.)

We present a concept-mapping activity, developed within a youth Participatory Action Research (yPAR) after-school program, to demonstrate how the activity contributed to young people's conceptualization of social structures as interconnected. We analyze fieldnotes from the Change 4 Good yPAR program, which includes primarily Latina/o 4th and 5th grade students attending a California public elementary school. We discuss the concept-mapping activity in terms of its processes and outcomes, and how youth constructed interconnected meanings from thematic community narratives. (DIPF/Orig.)

Im Jahre 1966, als die Bildungsabteilung des Voluntary Committee on Overseas Aid and Development gegr��ndet wurde, war ihr erkl��rtes Ziel, in Gro��britannien das Bewu��tsein f��r die Probleme der weltweiten Armut und die Notwendigkeit wirksamer Entwicklung zu wecken. Als 1977 die VCOAD - Bildungsabteilung zum Centre for World Development Education umstrukturiert wurde, hatte dieses Bewu��tsein schon erheblich zugenommen. Es galt jedoch noch zu erreichen, da�� das Verst��ndnis f��r die Komplexit��t der Aspekte der Weltentwicklung vertieft wurde, wie auch das Verstehen der unterschwelligen Interdependenz, die die Themen f��r britische B��rger genauso lebenswichtig macht wie f��r all jene, die in sogenannten Entwicklungsl��ndern leben. F��r dieses Ziel der Vertiefung des Verst��ndnisses setzt CWDE seine Quellen ein. (DIPF/Orig.)