NCASE Resource Library
Featured Resources
Strengthening Systems and Supports to Build Positive Social-Emotional Climates in Out-of-School TimeFrom December 2018 through May 2019, the National Center on Afterschool and Summer Enrichment facilitated a peer learning group (PLG) on social-emotional learning (SEL) in Out-of-School Time (OST) for 10 state teams. |
Federal, state, and local agencies are increasing investments and building capacity in emergency preparedness, response, and recovery. |
This brief presents a framework that broadens our understanding of how, when, and where youth learn. |
Search for Resources ?
Search Results
Filter By
Reset Selections
Expand All Filters
Topics
- (-) Remove Supportive Learning Environment filter Supportive Learning Environment
- Family and Community Engagement (3) Apply Family and Community Engagement filter
- Health and Safety and Licensing (1) Apply Health and Safety and Licensing filter
- Professional Development (4) Apply Professional Development filter
- Program Design and Management (3) Apply Program Design and Management filter
- Quality Improvement (7) Apply Quality Improvement filter
- Summer Learning (1) Apply Summer Learning filter
- Systems Building (5) Apply Systems Building filter
Resource type
Publisher
- (-) Remove BUILD, QRIS National Learning Network filter BUILD, QRIS National Learning Network
- (-) Remove National Association of Child Care Resource & Referral Agencies (NACCRRA) filter National Association of Child Care Resource & Referral Agencies (NACCRRA)
- (-) Remove National Institute on Out-of-School Time (NIOST) filter National Institute on Out-of-School Time (NIOST)
- Administration for Children & Families (ACF) (10) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (5) Apply Afterschool Alliance filter
- American Institutes for Research (AIR) (7) Apply American Institutes for Research (AIR) filter
- Center on Enhancing Early Learning Outcomes (CEELO) (2) Apply Center on Enhancing Early Learning Outcomes (CEELO) filter
- Child Trends (5) Apply Child Trends filter
- Collaborative Communications (2) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (3) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Harvard Family Research Project (2) Apply Harvard Family Research Project filter
- Kids Included Together (KIT) (2) Apply Kids Included Together (KIT) filter
- National Afterschool Association (NAA) (4) Apply National Afterschool Association (NAA) filter
- National Summer Learning Association (NSLA) (6) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (10) Apply Office of Child Care (OCC) filter
- Office of Head Start (1) Apply Office of Head Start filter
- Office of Head Start National Center on Cultural and Linguistic Responsiveness (1) Apply Office of Head Start National Center on Cultural and Linguistic Responsiveness filter
- Other (60) Apply Other filter
- Safe@School: Ontario Teachers' Federation (OTF) and the Centre ontarien de prévention des aggressions (COPA) (1) Apply Safe@School: Ontario Teachers' Federation (OTF) and the Centre ontarien de prévention des aggressions (COPA) filter
- The After-School Corporation (TASC) (1) Apply The After-School Corporation (TASC) filter
- The Forum for Youth Investment, The Wallace Foundation (1) Apply The Forum for Youth Investment, The Wallace Foundation filter
- The Wallace Foundation (3) Apply The Wallace Foundation filter
- US Department of Education (3) Apply US Department of Education filter
- US Department of Health and Human Services, US Department of Education (4) 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 research brief summarizes a study of the impact of a before-school physical activity program. The children have physical activities and receive nutrition information in a program that has expanded to 2,200 schools in 4 states. The research found that as a result of involvement, family perceptions and habits on physical activities and nutrition have shifted.
This issue brief provides a summary of research that identifies three dimensions that lead to suspension and expulsion: (1) absence of a deep understanding of child development with staff; (2) implicit bias; and (3) children who need more and different support than can be provided in an educational or early learning setting alone.