NCASE Resource Library
Reset Selections
Topics
- (-) Remove Professional Development filter Professional Development
- Program Design and Management (1) Apply Program Design and Management filter
- School & Community Partnerships (1) Apply School & Community Partnerships filter
- Supportive Learning Environment (3) Apply Supportive Learning Environment filter
Resource type
Publisher
- (-) Remove National Institute on Out-of-School Time (NIOST) filter National Institute on Out-of-School Time (NIOST)
- (-) Remove US Department of Education filter US Department of Education
- Administration for Children & Families (ACF) (2) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (4) Apply Afterschool Alliance filter
- Afterschool Matters Journal (1) Apply Afterschool Matters Journal filter
- BUILD, QRIS National Learning Network (3) Apply BUILD, QRIS National Learning Network filter
- National Summer Learning Association (NSLA) (3) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (11) Apply Office of Child Care (OCC) filter
- Other (11) Apply Other filter
- The Wallace Foundation (1) Apply The Wallace Foundation filter
Search Results
Filter By
This webinar provides an overview of literacy development and instructional practices for literacy and writing. It showcases 21st Century Community Learning Center (CCLC) programs in CO, MO, and TN that focus on literacy. The National Writing Project shares their strategies and resources for successfully fostering children's literacy development.
This two-part webinar series geared to practitioners offers an introduction on how to support English learners in afterschool programs. The first webinar identifies important background information, different types of English learners, how to collect data on needs, and tips on creating safe learning environments.
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.