NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (1) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (1) Apply Family and Community Engagement filter
- Professional Development (2) Apply Professional Development filter
- Program Design and Management (2) Apply Program Design and Management filter
- Quality Improvement (3) Apply Quality Improvement filter
- School & Community Partnerships (1) Apply School & Community Partnerships filter
- Supportive Learning Environment (1) Apply Supportive Learning Environment filter
- Systems Building (3) 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)
- Administration for Children & Families (ACF) (2) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (4) Apply Afterschool Alliance filter
- American Institutes for Research (AIR) (2) Apply American Institutes for Research (AIR) filter
- American Youth Policy Forum (1) Apply American Youth Policy Forum filter
- Aspen Institute (1) Apply Aspen Institute filter
- Child Care Aware of America (1) Apply Child Care Aware of America filter
- Child Trends (4) Apply Child Trends filter
- Education Development Center (EDC) (1) Apply Education Development Center (EDC) filter
- Harvard Family Research Project (1) Apply Harvard Family Research Project filter
- National Women's Law Center (1) Apply National Women's Law Center filter
- Other (28) Apply Other filter
- Search Institute (1) Apply Search Institute filter
- The Forum for Youth Investment, The Wallace Foundation (3) Apply The Forum for Youth Investment, The Wallace Foundation filter
- The Wallace Foundation (15) Apply The Wallace Foundation filter
- Urban Institute (1) Apply Urban Institute filter
Search Results
Filter By
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 journal article documents one OST director’s journey through the process of becoming credentialed. It explores fears and challenges and what she—and her program participants, families, and staff—ultimately gained from the process. This story can bring a personal experience to life for state system planners creating or supporting a school-age credential.
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 report discusses the components of strong continuous quality improvement systems, emphasizing ways to safeguard and sustain such systems. It shares lessons learned from afterschool quality system leaders who took part in a multi-year Wallace-funded initiative for cities.