NCASE Resource Library
Reset Selections
Topics
- (-) Remove Family and Community Engagement filter Family and Community Engagement
- Culturally Responsive Practice & Inclusion (4) Apply Culturally Responsive Practice & Inclusion filter
- Health and Safety and Licensing (1) Apply Health and Safety and Licensing filter
- Program Design and Management (5) Apply Program Design and Management filter
- Quality Improvement (4) Apply Quality Improvement filter
- Summer Learning (2) Apply Summer Learning filter
- Supportive Learning Environment (6) Apply Supportive Learning Environment filter
- Systems Building (4) Apply Systems Building filter
Resource type
- (-) Remove Infographic filter Infographic
- (-) Remove Journal article filter Journal article
- Issue brief (74) Apply Issue brief filter
- Other (31) Apply Other filter
- Report (36) Apply Report filter
- Tool kit (48) Apply Tool kit filter
- Video/video series (8) Apply Video/video series filter
- Webinar (35) Apply Webinar filter
- Website (14) Apply Website filter
Publisher
- Administration for Children & Families (ACF) (1) Apply Administration for Children & Families (ACF) filter
- Afterschool Matters Journal (2) Apply Afterschool Matters Journal filter
- National Afterschool Association (NAA) (1) Apply National Afterschool Association (NAA) filter
- Other (1) Apply Other filter
- Search Institute (1) Apply Search Institute filter
- The Wallace Foundation (1) Apply The Wallace Foundation filter
Search Results
Filter By
This snapshot summarizes key concepts about self-regulation development and intervention for elementary-aged children for teachers, afterschool providers, and families and is one of a series of six across the developmental spectrum.
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 journal article describes the Center for Study of Social Policy's Youth Thrive Framework that is based on how the research on resilience, positive youth development, neuroscience, and trauma can help lead to healthy development and well-being for youth. There are multiple examples of how the Framework can be used to modify frontline practice, policy, and organizational culture.
This infographic lists the 10 categories of the NAA (National Afterschool Association) core knowledge and competencies (CKCs). The CKCs articulate what professionals need to know and be able to do for a program to be considered high quality. This infographic presents the 10 core knowledge areas in an easy-to-read-and-remember format.
Based on the knowledge that strong, positive family relationships are good for children and youth, this easy-to-digest infographic provides suggestions on how to create growth-enhancing family relationships. The 20 suggestions for action are divided into 5 categories--(1) express care; (2) share power; (3) challenge growth; (4) provide support; and (5) expand possibilities.
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.