Academic Subjects

Title
"Doing Hair" and Literacy in an Afterschool Reading and Writing Workshop for African-American Adolescent Girls
"It Means Thank You": Culturally Sensitive Literacy Pedagogy in a Migrant Education Program
“A Deep Passion for Reading and Writing”: An Interview with Lena Townsend
“I Could See Myself as a Scientist”: The Potential of Out-of-School Time Programs to Influence Girls’ Identities in Science
“Writing Is Not Really Something I Do”: Engaging Reluctant Male Writers
An “I” in Teen? Perceived Agency in a Youth Development Program
An Unexpected Outcome
Art + Technology
Before the School Bell Rings: How a Before-School Physical Activity Program Improves Executive Functions
Bringing in the Tech: Using Outside Expertise to Enhance Technology Learning in Youth Programs
Civic Connections: Urban Debate and Democracy in Action during Out-of-School Time
Co-constructing Space for Literacy and Identity Work with LGBTQ Youth
Connecting Urban Students with Engineering Design: Community-Focused, Student-Driven Projects
Cosmic Chemistry: A Proactive Approach to Summer Science for High School Students
Creating Engaged Citizens: Using Young Adult Novels and Thematic Units to Encourage Democratic Action
Creating Holistic Partnerships Between School and Afterschool
Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time
Fostering Arts Education Through a University-Afterschool Partnership
How Wide is a Squid Eye? Integrating Mathematics into Public Library Programs for Elementary Grades
In between Work and School: Youth Perspectives of an Urban Afterschool Multimedia Literacy Program
Infrastructures to Support Equitable STEM Learning Across Settings
It’s All Happening at the Zoo: Children’s Environmental Learning after School
Learning Across Space Instead of Over Time: Redesigning a School-Based STEM Curriculum for OST
Learning English and Beyond: A Holistic Approach to Supporting English Learners in Afterschool
Learning from Science: Case Studies of Science Offerings in Afterschool Programs
Making and Mentors: What it Takes to Make Them Better Together
Many Versions of Masculine: An Exploration of Boys’ Identity Formation through Digital Storytelling in an Afterschool Program
Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety
Naming Common Ground: Literacy and Community
New Faces, New Places: A 4-H Science Learning Program in Urban Out-of-School Settings
Project Exploration’s Sisters4Science: Involving Urban Girls of Color in Science Out of School
Shifting Expectations: Bringing STEM to Scale through Expanded Learning System
So You Want to Be a Superhero? How Making Comics in an Afterschool Setting Can Develop Young People’s Creativity, Literacy, and Identity
Supporting the Literacy Development of Low-Income Children in Afterschool Programs: Challenges and Exemplary Practices
Supporting Youth with Special Needs in Out-of-School Time: A Study of OST Providers in New Jersey
Systemwide Implementation of Project-Based Learning: The Philadelphia Approach
The Connection between Afterschool Programs and In-School Success: The Science Mentoring Project
The Curtain Rises: How Community-Based Arts Contribute to Youth and Community Development
The Effect of Afterschool Program Participation on English Language Acquisition
The Power of Play: A Literature-Based After School Sports Program for Urban Youth
The Quest for Quality in Afterschool Science: The Development and Application of a New Tool
Using Video Game Design to Motivate Students
Voices From the Field: "Systems Trump Programs” A Case for Agency Support in Afterschool
What If? Building Creative Cultures for STEM Making and Learning
Who's Afraid of the Big Bad Core? The Common Core Standards and Out-of-School Time Programs
Youth as Community Science Experts in Green Energy Technology
  • 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

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

asm@niost.org
781.283.2547

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