NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (115) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (43) Apply Family and Community Engagement filter
- Health and Safety and Licensing (22) Apply Health and Safety and Licensing filter
- Program Design and Management (65) Apply Program Design and Management filter
- Quality Improvement (54) Apply Quality Improvement filter
- School & Community Partnerships (37) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (39) Apply Subsidy, Eligibility, and Equal Access filter
- Supportive Learning Environment (107) Apply Supportive Learning Environment filter
- Systems Building (77) Apply Systems Building filter
Resource type
Publisher
- Afterschool Alliance (3) Apply Afterschool Alliance filter
- Afterschool Matters Journal (1) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (1) Apply American Institutes for Research (AIR) filter
- Centers for Disease Control and Prevention (1) Apply Centers for Disease Control and Prevention filter
- National Afterschool Association (NAA) (1) Apply National Afterschool Association (NAA) filter
- National Summer Learning Association (NSLA) (6) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (3) Apply Office of Child Care (OCC) filter
- Other (11) Apply Other filter
- The Wallace Foundation (4) Apply The Wallace Foundation filter
Search Results
Filter By
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 issue brief explores how strategies for increased support for expanded learning programs can help reduce the disparities in educational outcomes between student populations. It provides examples from California's efforts to use local funding to enable more lower-income students have access to enrichment opportunities in out-of-school time.
This issue brief shares seven experiences children need to become resilient including building new relationships, developing a powerful identity, feeling in control, and fostering a sense of one's own culture and that of others.
This issue brief shares three mindfulness practices that can help children who are growing up in a culture that constantly stimulates a stress response. By using mindful breathing, mindful listening, and paying attention to emotions, we can help strengthen neural pathways in the prefrontal cortex to build resilience.
This issue brief provides 11 tips for building resilience with those attending summer camp. It highlights the importance of relationships with peers and adults, building frustration tolerance, confidence, and patience, and encouraging effort and improvement over winning. These tips are relevant for any afterschool or summer program.
This FAQ document is designed for summer program providers that serve children from low-income families and may be interested in serving families who use child care subsidies, but are not overly familiar with CCDF.
This issue brief is an interview with Paul von Hippel from Ohio State University; it shares research that children gain weight two to three times faster in the summer months than during the school year. This trend is especially true for African American and Hispanic children.
This issue brief provides case studies of best practices in four exemplary summer programs that provide engaging STEM opportunities. The programs in Ohio, Connecticut, Michigan, and Kentucky produce positive outcomes on grades, standardized test scores, social-emotional competence, and graduation rates.
This issue brief is an interview with the evaluator of a STEM project with middle and high school tribal youth, working with tribal leaders and STEM professionals on a research project about salmon restoration. The evaluation shows how involving youth in an engaging and authentic research project built their STEM skills in a possible career path. There is a link to the full research report.
This issue brief presents research-based strategies for promoting youth leadership and responsibility, as well as choice and autonomy. The strategies for increasing voice and choice and leadership opportunities are divided into elementary school, middle school, and high school.