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Displaying Results 1 - 10 of 13
  • Date: 10/01/2013
    Resource Category: Peer-reviewed article
    This article examines youth experience and engagement in a community service afterschool program viewed as a relational experience, with experiences and engagement being a product of activity, advisors and influence of peers. ... »
  • Date: 10/01/2013
    Resource Category: Peer-reviewed article
    This article examines the literature on best practices in content-specific professional development and then aligns this work with the practices of a citywide afterschool chess program run by After School Activities Partnerships (ASAP) in Philadelphia. This analysis shows that implementing content-specific professional development based on best ... »
  • 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: Research Products
    This paper describes initial findings from the Mapping Out-of-School Time Science (MOST-Science) study. The study examines the characteristics of out-of-school time programs and their home organizations, including aspects of program design, structure, funding, staffing, and youth audience. We then discuss how organization types differ in these ... »
  • Date: 03/01/2013
    Resource Category: Research Products
    This article provides findings from the TERC-based program Math off the Shelf (MotS). The first phase involved working with library-based informal educators to create interdisciplinary mathematics resources, and the second phase made the resources available to a wider group of library educators. ... »
  • Date: 03/01/2013
    Resource Category: Peer-reviewed article
    The National Science Foundation (NSF) has funded a number of informal STEM programs that provide funding for media producers, including public television (TV) stations, to provide children’s STEM programming in out-of-school-time (OST) settings. These projects typically include a children's TV series (animated or not) aired on the Public ... »
  • 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 ... »

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