In 2006 the Coalition for Science After School, under a subcontract from SEDL as part of their U.S. Department of Education grant, began an investigation of the potential of out-of-school time programs as a network of early support for advanced STEM coursework, including Advanced Placement courses and their prerequisites. This undertaking responded to research findings that math and science are "critical filters," that continuation in STEM education and careers depends on opting for sequential and rigorous courses, and that young people need messages and preparation that encouraged them to
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TEAM MEMBERS:
The Coalition for Science After SchoolYolanda S. George
The Out-of-School Time Resource Center (OSTRC) conducted literature searches of the UPENN library databases including PsycInfo, ERIC and Professional Development Collection for articles pertaining to promising practices in professional development and evaluating professional development. In addition to searching the library database, we conducted Google searches. We used various search terms and key words including the following: professional development and out-of-school time; professional development and program quality; promising practices and out of school time; professional development
Research in the out-of-school time (OST) field confirms that there is a strong connection between professional development (PD) for staff and positive outcomes for youth. According to Heather Weiss, Founder and Director of the Harvard Family Research Project (HFRP), professional development for those who work with children and youth is fraught with challenges and ripe with opportunity and specifically, the opportunity to increase staff quality, which experts agree is critical to positive experiences for children and youth (Weiss, 2005/2006). However, as Thomas Guskey (1998) states, "For many
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TEAM MEMBERS:
University of PennsylvaniaNancy Peter
In this report, the authors review research of afterschool programs and discuss the effects of these programs on participating youth as a means to advance science learning and attitudes toward science. The report analyzes the qualities of programs that yield the best results in terms of comprehension and sustained science learning.
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TEAM MEMBERS:
Board on Science EducationSarah Schwartz