NCASE Resource Library
Reset Selections
Topics
- (-) Remove Program Design and Management filter Program Design and Management
- Culturally Responsive Practice & Inclusion (6) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (2) Apply Family and Community Engagement filter
- Professional Development (5) Apply Professional Development filter
- Quality Improvement (10) Apply Quality Improvement filter
- School & Community Partnerships (5) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (2) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (4) Apply Summer Learning filter
- Supportive Learning Environment (6) Apply Supportive Learning Environment filter
- Systems Building (9) Apply Systems Building filter
Resource type
Publisher
- (-) Remove Afterschool Matters Journal filter Afterschool Matters Journal
- (-) Remove National Institute on Out-of-School Time (NIOST) filter National Institute on Out-of-School Time (NIOST)
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Afterschool Alliance (2) Apply Afterschool Alliance filter
- American Youth Policy Forum (1) Apply American Youth Policy Forum filter
- Other (5) Apply Other filter
- Search Institute (1) Apply Search Institute filter
Search Results
Filter By
This slide deck presents research on how parents, teachers, and Out-of-School Time (OST) providers perceive the value of OST in children’s social, emotional, and academic development.
This newly updated and expanded report provides a framework for understanding social and emotional learning (SEL). It can be used as a reference to compare the content and evidence of effectiveness of 33 SEL programs for elementary-age and preschool-age children.
Through a survey, this research study explored what Out-of-School Time (OST) program staff need in order to feel better prepared to support the inclusion of school-aged children with special needs in their programs. Results indicated that professional development on inclusion is key to success. These findings can inform policy and programmatic decisions on professional development.
This article explores the challenges and potential of school-afterschool partnerships. Based on interviews with school administrators, afterschool leaders, and front-line staff in three schools, the findings reveal both disconnections and opportunities for fuller communication and collaboration.
This article presents recommendations from the RAND Corporation report, "Getting to Work on Summer Learning." Specifically, it focuses on those recommendations related to the hiring and training of teachers for school district-run summer learning programs.