NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (231) Apply Culturally Responsive Practice & Inclusion filter
- Health and Safety and Licensing (53) Apply Health and Safety and Licensing filter
- Program Design and Management (119) Apply Program Design and Management filter
- Quality Improvement (135) Apply Quality Improvement filter
- School & Community Partnerships (77) Apply School & Community Partnerships filter
- Summer Learning (65) Apply Summer Learning filter
- Supportive Learning Environment (195) Apply Supportive Learning Environment filter
- Systems Building (174) Apply Systems Building filter
Resource type
- Infographic (2) Apply Infographic filter
- Issue brief (54) Apply Issue brief filter
- Journal article (2) Apply Journal article filter
- Other (23) Apply Other filter
- Report (28) Apply Report filter
- Tool kit (29) Apply Tool kit filter
- Video/video series (4) Apply Video/video series filter
- Webinar (29) Apply Webinar filter
- Website (11) Apply Website filter
Publisher
- Administration for Children & Families (ACF) (25) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (8) Apply Afterschool Alliance filter
- Afterschool Matters Journal (1) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (4) Apply American Institutes for Research (AIR) filter
- Bipartisan Policy Center (3) Apply Bipartisan Policy Center filter
- Centers for Disease Control and Prevention (3) Apply Centers for Disease Control and Prevention filter
- Child Care Aware of America (2) Apply Child Care Aware of America filter
- Child Trends (4) Apply Child Trends filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (1) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Education Development Center (EDC) (2) Apply Education Development Center (EDC) filter
- Harvard Family Research Project (1) Apply Harvard Family Research Project filter
- Harvard University Center on the Developing Child (1) Apply Harvard University Center on the Developing Child filter
- National Afterschool Association (NAA) (4) Apply National Afterschool Association (NAA) filter
- National Institute on Out-of-School Time (NIOST) (1) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (4) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (41) Apply Office of Child Care (OCC) filter
- Office of Head Start (1) Apply Office of Head Start filter
- Opportunities Exchange (2) Apply Opportunities Exchange filter
- Other (58) Apply Other filter
- RETIRED -- National Association of Child Care Resource & Referral Agencies (NACCRRA) (1) Apply RETIRED -- National Association of Child Care Resource & Referral Agencies (NACCRRA) filter
- Search Institute (2) Apply Search Institute filter
- Temescal Associates (1) Apply Temescal Associates filter
- The Wallace Foundation (8) Apply The Wallace Foundation filter
- Urban Institute (3) Apply Urban Institute filter
- US Department of Education (3) 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
This NCASE practice brief explores challenges and promising practices to support school-age children in accessing high-quality experiences in home-based child
Early childhood mental health consultation (ECMHC) is an increasingly popular strategy for improving early childhood classroom climates and reducing suspensions and expulsions. This webinar explores findings from a recent research report from Yale Child Study Center on Ohio's Early Childhood Mental Health Consultation system.
The Urban Institute conducted research in CT, OK, and D.C. to understand which families work nontraditional hour care (NTH). The study found that NTH work schedules are more common for families who already face challenges because of structural racism and systemic inequities including those who are Black and Latinx, low-income, lower levels of education, and one-parent families.
This chapter of the SAGE Encyclopedia of Out-of-School Learning examines specific issues, current research, and policy questions related to the access and equity frameworks as they are applied to out-of-school time. It outlines strategies so Out-of-School Time (OST) learning is a collaborative engagement between children and staff with social, emotional, cultural, and history-based approaches.
This webinar series explores tools, tips, strategies, and resources for programs to deliver high-quality virtual programs. The first webinar is called Transforming from Virtual Bleh to Virtual Yeah! It offers a wealth of concrete tips to provide structured and consistent programming, increase student engagement, and battle virtual burnout, plus a review of online tools.
This report summarizes survey data collected in 2020, both before and during the pandemic; it is the fourth survey, preceded by findings from 2004, 2009, 2014.
This issue brief focuses on three ways to support the early care and education (ECE) workforce: (1) Increasing access to education and career growth; (2) reinforcing workers overall economic well-being; and (3) improving working conditions. MDRC, which published this article, is launching a new national project to examine a variety of approaches.
This webinar series explores the importance of trauma-informed and healing-centered approaches in out-of-school time settings and the role they can play in helping youth manage and recover from trauma.
This toolkit includes resources that will help build child care supply. It includes six steps: (1) assess and plan; (2) identify resources; (3) generate awareness; (4) develop strategies; (5) implement your plan; and (6) evaluate and implement. The concepts build on recognized strategic planning principles and include stories of success. This resource supports the COVID-19 response.
This issue brief provides a framework that states can use during the COVID-19 crisis to create child care policies that promote equitable access and mitigate the chance that child care closures will be concentrated in low-income and middle-income neighborhoods and rural areas.