Results for Afterschool Matters
Viewing 1 - 10 of 12

Galloway, F. & Shea, M. M. (2009). Does your organization welcome participants with disabilities? A new assessment tool. Afterschool Matters, 9, 12–19.

With an increase in the enrollments of youth with disabilities in afterschool programs, organizations must evaluate if their programs truly welcome children and youth with disabilities. The authors of this study developed a valid and statistically reliable instrument, Organizational Developmental Model of Inclusion for Individuals with Disabilities (ODMI-IWD), to assist the program providers in developing policies to improve on perceived weakness in the areas of inclusion: diversity, differential treatment, congruency, motivational imperative, and experience.


You for Youth (2010). Right time, right place: Building an online learning community for afterschool practitioners. Afterschool Matters 10, 8–14.

You for Youth (www.Y4Y.ed.gov) is a learning community and website started in 2008 for the grantees of the 21st Century Community Learning Centers (21st CCLC), a U.S. Department of Education program that began in 1998 to support out-of-school time programs. The Y4Y project team describes how this project started as a response to the need for low-cost professional development in a wide range of skills, including conflict management, student engagement, and building relationships with the community. Inputs from practitioners, policymakers, evaluators, and other stakeholders were used in this project.


Morehouse, H. (2009). Making the most of the middle: A strategic model for middle school afterschool programs. Afterschool Matters, 8, 1–10.

This paper summarizes key design elements for programs for middle-school-aged children, addressing issues of relationships, relevance, reinforcement, real-life projects, and rigor. The authors argue that these five components take into account the intellectual and emotional developmental needs of this age range.


Lyon, G., & Jafri, J. (2010). Project Exploration's Sisters4Science. Afterschool Matters, 11,15–22.

This article describes an afterschool science program targeting girls from communities underrepresented in the sciences. The authors argue for the need for such programs to build on research findings that are relevant to girl-specific programs, which they summarize in the article. This article provides a highly condensed overview of research findings and illustrates how the authors have applied these findings to their program design. It could be of interest to ISE educators seeking to design STEM programs for girls.


Denner, J., Bean, S., & Martinez, J. (2009). The Girl Game Company: Engaging Latina girls in information technology. Afterschool Matters, 8, 26–35.

Although digital technology has become ubiquitous in our time, not everyone is afforded the same opportunities to pursue the fields of engineering, computer science, and advanced technology. This paper examines how an afterschool and summer program for middle school girls considered the roles of gender, culture, and youth development to increase the participation of Latinas in IT careers.


Douglas, J. A., & Katz, C. (2009). It’s all happening at the zoo: Children’s environmental learning after school. Afterschool Matters, 8, 36–45.

The authors of this article advocate for broad opportunities for young children to engage with the natural environment. In one out-of-school time (OST) program, called Animal Rescuers, children aged 10–12 participated in zoo visits, environmental education activities, and the creation of an online space. This project can give ISE educators insight into how zoos might connect children’s development with issues such as animal and environmental justice.


Cochran, G. R., & Ferrari, T. M. (2009). Preparing youth for the 21st century knowledge economy: Youth programs and workforce preparation. Afterschool Matters, 8, 11–25.

Successfully combining youth development with workforce preparation means creating opportunities for work-based learning, where youth are learning workplace skills through work rather than learning about a specific career path. This paper summarizes the ways in which workforce skills such as communication, critical thinking, leadership, and teamwork can be cultivated through three types of program models: “value-added,” “growing your own,” and employer partnerships.


Palmer, K. L., Anderson, S. A., and Sabatelli, R. M. (2009). How is the afterschool field defining program quality? A review of effective program practices and definitions of program quality. Afterschool Matters, 9, 1–12.

This study is a summary of the review of the research literature of afterschool quality frameworks. It presents the debates on program effectiveness to help organizations, policymakers, funders, and evaluators make decisions about afterschool programming. This review is of help to ISE educators and program directors in understanding the current trends in outcomes-based programming, while grounding the conversation in the complexity and range of relevant developmental tasks.


Hall, G. & Gannett, E. (2010). Body and soul: Reflections on two professional development credential pilots in Massachusetts. Afterschool Matters, 10, 15-23.

The authors of this paper conducted an evaluation of two pilot credential programs both starting in Massachusetts in 2007, the School-Age Youth Development Credential (SAYD) and the Professional Youth Worker Credential (PYWC). Their reflections on the need for professional development for out-of-school time (OST) staff and youth workers show that the field of youth development at present is at crossroads. Based on the evaluation of these two pilot programs, the researchers advocate the establishment of a nationally recognized credential to professionalize the youth development field. The need to recognize the professional status of practitioners indicates that OST programs are valuable for stakeholders. Furthermore, if OST practitioners are to have credentials, how would this affect ISE practitioners running related programs in museums, science centers, and other educational institutions? This paper introduces ISE practitioners to the leading organizations in the OST field.


Siaca, J. L. (2010). High-impact afterschool for all. Afterschool Matters, 11, 1–5.

In this article, the author describes the process and result of a statewide effort in New York to develop an afterschool quality framework and assessment tool that can be used to guide program design, reflection, and assessment. One benefit of the tool is that it can be used by program stakeholders without the participation (i.e., the expense) of an external observer. This article might be of interest to ISE educators seeking to adopt existing program evaluation tools that do not require the participation of external evaluators.




Viewing 1 - 10 of 12