Best Practices

Title
“I Could See Myself as a Scientist”: The Potential of Out-of-School Time Programs to Influence Girls’ Identities in Science
A New Challenge for Summer Interns: Behavior Management
A New Way to Assess Nutrition Knowledge: The Healthy Plate Photo Method
A Youth Development Approach to Evaluation: Critical Participatory Action Research
An “I” in Teen? Perceived Agency in a Youth Development Program
An Unexpected Outcome
Behavioral Health and Trauma-Informed Integration in Afterschool
Body and Soul: Reflections on Two Professional Development Credential Pilots in Massachusetts
Book Review: Robert Halpern’s Critical Issues in After-School Programming
Children’s Perspectives on Literacy Skill-Building Activities in OST Programs
Coaching for Early Literacy Support
Connecting Afterschool Program Quality to Social, Emotional, and Literacy Skill Development
Connecting Urban Students with Engineering Design: Community-Focused, Student-Driven Projects
Creating High-Performance Afterschool Programs
Creative Youth Development in the Context of Homelessness
Critical Black Feminist Mentoring
Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time
Dealing with Behavior Problems: The Use of Positive Behavior Support Strategies in Summer Programs
Democracy in Action: Experiential Civics Learning in Afterschool Advocacy Days
Designing for Engagement
Does Your Organization Welcome Participants with Disabilities? A New Assessment Tool
Don’t You Want to Do Better? Implementing a Goal-setting Intervention in an Afterschool Program
Enabling Both Youth and Pollinators to Thrive
English Learners and Out-of-School Time Programs: The Potential of OST Programs to Foster EL Success
Éxito: Keeping High-risk Youth on Track to Graduation through Out-of-school Time Supports
Helping Low-Income Urban Youth Make the Transition to Early Adulthood: A Retrospective Study of the YMCA Youth Institute
How Is the Afterschool Field Defining Program Quality? A Review of Effective Program Practices and Definitions of Program Quality
How to Introduce Creative Youth Development into an Existing Afterschool Program
Implementing Out-of-School Time STEM resources: Best Practices from Public Television
In Addition Afterschool Mathematics Program: Principles, Practice, and Pitfalls
Infrastructures to Support Equitable STEM Learning Across Settings
Making Summer Count
Museums and Community-Based Organizations Partnering to Support Family Literacy
Nana for a New Generation
Out-of-School Time Sponsors and Partners
Paper Copters and Potential: Leveraging Afterschool and Youth Development Trainers to Extend the Reach of STEM Programs
Planning Considerations for Afterschool Professional Development
Playful Learning Landscapes
Process Over Product
Relationships
Research-Based Practices in Afterschool Programs for High School Youth
School Staff Perceptions of Community Afterschool Partnerships
Should Rey Mysterio Drink Gatorade? Cultural Competence in Afterschool STEM Programming
Social and Emotional Learning in Afterschool Settings
Strong Start, Strong Readers
Supporting Afterschool Literacy
System Building, Relationships, and Quality Interview with NIOST’s Ellen Gannett
The Art of Democracy / Democracy as Art: Creative Learning in Afterschool Comic Book Clubs
The Birth of a Field
The Engineering Identity of Afterschool Educators

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  • PEOPLE ARE SAYING

    "NIOST has been an anchor for numerous school age care projects we do, including ASQ (After-School Quality) and Links to Learning. They are a nationally respected organization that Pennsylvania has partnered with for over 20 years."



    – Betsy O. Saatman, TA Specialist/SAC Initiatives, Pennsylvania Key
  • PEOPLE ARE SAYING

    "NIOST was a core partner in supporting the development of quality improvement systems across the nine cities that participated in The Wallace Foundation Next Generation Afterschool System-Building Initiative. The NIOST team worked well with other technical assistance partners in the initiative, always willing to pitch in and collaborate with others to make our professional learning community meetings a team effort. I truly hope the Foundation has an opportunity to partner with them in the future."


    – Priscilla M. Little, Initiative Manager, The Wallace Foundation

  • PEOPLE ARE SAYING

    "NIOST has been a leader in the out-of-school time field for as long as I can remember, and I have relied on their research, tools, and advice to improve my practice throughout my career. Their staff members are good partners and good listeners, and their influence across the country is palpable."


    – Jane Quinn, Vice President and Director of National Center for Community Schools, Children's Aid Society
  • PEOPLE ARE SAYING

    "Georgia Hall, Ellen Gannett, and the NIOST team have been instrumental in driving the healthy afterschool movement. Their dedication to quality practice, informed policy, and collective impact is instrumental in our effort to create healthier communities."



    – Daniel W. Hatcher, Director, Community Partnerships, Alliance for a Healthier Generation

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The Afterschool Matters Initiative is managed by the National Institute on Out-of-School Time, a program of the Wellesley Centers for Women at Wellesley College

Georgia Hall, PhD, is Managing Editor of the Afterschool Matters Journal

Wellesley Centers for Women
Wellesley College
106 Central Street
Wellesley, MA 02481-8203 USA

asm@niost.org
781.283.2547

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