Click on a topic or use the search box below to look for a listing:
There are 458 resources. Displaying 10 resources per page.
This directory from the American Youth Policy Forum identifies over 50 organizations offering resources and tools on afterschool system building. The directory organizes resources by research, advocacy, technical assistance and tools, and convenings.
Produced by the Afterschool Alliance, America After 3PM provides a snapshot of the afterschool field. Based on a survey of nearly 14,000 parents and guardians, the report finds that some 18% of children in surveyed households took part in an afterschool program in 2014-compared with 15% in 2009. The report also finds that there remains a large unmet demand for afterschool programming.
The American Youth Policy Forum recently hosted a blog series that aimed to shift the conversation about youth discipline from problems to solutions. Each blog post asks a different question related to the problem of discipline disparities, all pointing to opportunities for positive relationships between teachers and students. All of the posts have been compiled in a PDF publication that can be downloaded from the American Youth Policy Forum website.
This resource from the Montgomery County Collaboration Council for Children and Families contains facts on bullying, as well as links to resources from a variety of organizations.
This article from ExpandEd Schools by TASC summarizes some of the research on adolescent brains. It explains what happens to the brain during adolescence and what types of discipline policies, schedules, and programming work best for adolescents.
Written by staff from the YMCA of Central Massachusetts, this blog post provides concrete suggestions on how educators can infuse global learning into out-of-school time staff training. Suggestions include focusing on top leadership when you begin training, enabling staff to make connections to the curriculum, and reviewing and evaluating each training session.
For students with disabilities, participation in afterschool and summer programs provides opportunities to gain greater self-awareness, self-confidence, and appropriate social and emotional skills. Produced by the New York State Afterschool Network and the New York State Developmental Disabilities Planning Council, this resource addresses some of the frequently asked questions about including students with disabilities in an afterschool program.
In May 2014, Boys & Girls Clubs of America convened leaders from higher education, corporations, and nonprofit organizations to participate in their STEM Great Think. This leadership forum sought to combine innovation and creativity with STEM in the out-of-school time environment. The resulting white paper addresses ways that out-of-school time providers can close the opportunity gap in STEM education.
This report from the Wallace Foundation takes a look at the priorities of grantmakers that support afterschool or other expanded learning efforts. It also examines the perspectives of key field leaders, including heads of youth-serving nonprofits and researchers. A survey finds that “improved academic achievement” and “increased student engagement” are the most common outcomes funders hope to see from their afterschool/expanded learning giving.
Part three in a series by California-based Summer Matters, this report explores how education leaders can use summer programs to provide professional learning opportunities. The study found that teachers working in summer programs used the time to work on project-based lessons and youth facilitation skills. Non-credentialed program staff got more experience with program planning. The study also reports on staff perceptions regarding the effect these summer experiences will have on their professional practices during the regular school year.
There are 458 resources. Displaying 10 items per page.
- Academic Enrichment
- Afterschool Enrichment
- Classroom Management
- College and Career Readiness
- Diverse Learners
- Family and Community Engagement
- Program Management
- Social-Emotional Learning