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  • Date: 03/01/2016
    Resource Category: Peer-reviewed article
    Young adulthood, typically defined as between the ages of 18 and 25, is a critical period of growth during which young people acquire the education and training that serve as the basis for their later occupations and income (Arnett, 2000). The successful transition from adolescence to early adulthood requires youth to have the skills and resources ... »
  • Date: 09/01/2015
    Resource Category: Peer-reviewed article
    Afterschool continues to be promoted as a complementary setting to school for strengthening science, technology, engineering, and math (STEM) education (for example, Krishnamurthi, Bevan, Rinehart, & Coulon, 2013). This is a reasonable idea: 10.2 million children and youth in the U.S. participate in structured afterschool programs (Afterschool ... »
  • Date: 03/01/2014
    Resource Category: Research Products
    Science, technology, engineering, and mathematics(STEM) programs in out-of-school time (OST) are designed to supplement school work, ignite student interest, and extend STEM learning. From interactive museum exhibits to summer-long science camps, opportunities for informal student engagement in STEM learning abound. What difference do these ... »
  • Date: 03/01/2014
    Resource Category: Peer-reviewed article
    This article presents research on collaboration between the New York City Department of Youth and Community Development and the New York Academy of Sciences to provide STEM learning opportunities in out-of-school time. ... »
  • Date: 10/01/2013
    Resource Category: Peer-reviewed article
    This article examines afterschool science in light of the National Research Council’s comprehensive synthesis report on promoting science learning in informal environments (NRC, 2009). We present the results of our analysis of qualitative case studies of nine state-funded afterschool sites in California, discussing the strengths of these programs ... »
  • Date: 10/01/2013
    Resource Category: Research Products
    This article encourages afterschool programs to promote youth identification as community science experts. It uses the case study of the GET City program to frame the discussion of encouraging identity development should be an important outcome of afterschool programming. ... »
  • Date: 10/01/2013
    Resource Category: Peer-reviewed article
    This document describes the Dimensions of Success (DoS), an assessment tool created by researchers at the Program in Education, Afterschool, and Resiliency (PEAR). DoS was created to help out-of-school time programs and researchers monitor and measure quality. It allows observers to collect systemic data along 12 quality indicators to pinpoint the ... »
  • Date: 10/01/2013
    Resource Category: Peer-reviewed article
    Although stakeholders agree that afterschool STEM education can be powerful, there is less agreement on the critical question of which aspects of STEM education the afterschool field is best positioned to support. Hence, in spring 2012, the Afterschool Alliance undertook a study to ask afterschool stakeholders what aspects of STEM learning the ... »
  • Date: 03/01/2013
    Resource Category: Peer-reviewed article
    This article focuses on three approaches to STEM in out-of-school time that would be instructive for any organization seeking to develop STEM opportunities for teen girls. While Techbridge and Queens Community House focused on reaching populations most underrepresented in STEM—girls of color and those from immigrant and low-income families—the ... »
  • Date: 03/01/2013
    Resource Category: Peer-reviewed article
    Recognizing that schools can’t boost STEM performance alone, policy makers and educators have called for “all hands on deck” to boost STEM achievement, ignite passions in science, and expose students to STEM career possibilities. ... »

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