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
- Program Design and Management (1) Apply Program Design and Management filter
- Quality Improvement (2) Apply Quality Improvement filter
- Subsidy, Eligibility, and Equal Access (1) Apply Subsidy, Eligibility, and Equal Access filter
- Systems Building (2) Apply Systems Building filter
Resource type
- (-) Remove Journal article filter Journal article
- (-) Remove Other filter Other
Publisher
- (-) Remove Afterschool Matters Journal filter Afterschool Matters Journal
- (-) Remove Education Development Center (EDC) filter Education Development Center (EDC)
- Administration for Children & Families (ACF) (3) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (2) Apply Afterschool Alliance filter
- National Afterschool Association (NAA) (2) Apply National Afterschool Association (NAA) filter
- Office of Child Care (OCC) (5) Apply Office of Child Care (OCC) filter
- Opportunities Exchange (1) Apply Opportunities Exchange filter
- Other (3) Apply Other filter
- The Wallace Foundation (3) Apply The Wallace Foundation filter
Search Results
Filter By
First 10, a project of Education Development Center, focuses on coordinated, cross-sector efforts to improve teaching, learning, and care during the first decade of children’s lives.
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.