NCASE Resource Library
Reset Selections
Topics
- (-) Remove Family and Community Engagement filter Family and Community Engagement
- (-) Remove Program Design and Management filter Program Design and Management
- Professional Development (2) Apply Professional Development filter
- Quality Improvement (3) Apply Quality Improvement filter
- School & Community Partnerships (1) Apply School & Community Partnerships filter
- Summer Learning (1) Apply Summer Learning filter
- Supportive Learning Environment (1) Apply Supportive Learning Environment filter
- Systems Building (2) 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)
- Afterschool Alliance (1) Apply Afterschool Alliance filter
- Child Care Aware of America (1) Apply Child Care Aware of America filter
- Education Development Center (EDC) (1) Apply Education Development Center (EDC) filter
- Harvard University Center on the Developing Child (1) Apply Harvard University Center on the Developing Child filter
- National Summer Learning Association (NSLA) (1) Apply National Summer Learning Association (NSLA) filter
- Office of Head Start (1) Apply Office of Head Start filter
- Other (4) Apply Other filter
- The Wallace Foundation (2) Apply The Wallace Foundation filter
- US Department of Education (2) Apply US Department of Education filter
- US Department of Health and Human Services, US Department of Education (2) Apply US Department of Health and Human Services, US Department of Education 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 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 website provides links to all issues of Afterschool Matters, a national, peer-reviewed journal aimed at practitioners who develop and manage youth programs, as well as researchers and policymakers. The journal is published two to three times a year; each journal is 48-60 pages. Articles on almost any topic related to school-age care are available here.