Engagement

Title
“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
Boyz 2 Men: Responsible Empowerment for Inner-City Adolescent Males
Civic Connections: Urban Debate and Democracy in Action during Out-of-School Time
Civic Spaces: Retooling Public Libraries to Attract and Engage Teens after School
Combat Sports Bloggers, Mad Scientist Poets and Comic Scriptwriters: Engaging Boys in Writing on their own Terms
Connecting Urban Students with Engineering Design: Community-Focused, Student-Driven Projects
Creating Engaged Citizens: Using Young Adult Novels and Thematic Units to Encourage Democratic Action
Critical Friendship: Helping Youth Lift as They Climb Together
Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time
Democracy in Action: Experiential Civics Learning in Afterschool Advocacy Days
Éxito: Keeping High-risk Youth on Track to Graduation through Out-of-school Time Supports
Exploring Self-Esteem in Girls' Sports Program: Competencies and Connections Create Change
Fabulous Fashions: Links to Learning, Literacy, and Life
Fostering Arts Education Through a University-Afterschool Partnership
Growing Boys: Implementing a Boys’ Empowerment Group in an Afterschool Program
Helping Low-Income Urban Youth Make the Transition to Early Adulthood: A Retrospective Study of the YMCA Youth Institute
Infrastructures to Support Equitable STEM Learning Across Settings
Jumpin’ Jaguars: Encouraging Physical Activity After School
Long-Term Participants: A Museum Program Enhances Girls’ STEM Interest, Motivation, and Persistence
Making and Mentors: What it Takes to Make Them Better Together
Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety
Measuring and Understanding Authentic Youth Engagement: The Youth-Adult Partnership Rubric
Now More Than Ever: Changing Lives in an After School Theater Program
Participation Over Time: Keeping Youth Engaged from Middle School to High School
Promoting Physical Activity in Afterschool Programs
Rowing and Growing
Seed Balls and the Circle of Courage: A Decolonization Model of Youth Development in an Environmental Stewardship Program
Self-Assessment of High-Quality Academic Enrichment Practices
Shared Research Dialogue: One College’s Model for Professional Development of Youth Practitioners
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
Systemwide Implementation of Project-Based Learning: The Philadelphia Approach
The Arts Matter in Afterschool: Community Youth Arts and Out-of-School Time
The Connection between Afterschool Programs and In-School Success: The Science Mentoring Project
The Effect of Afterschool Program Participation on English Language Acquisition
The Four Cs of Afterschool Programming A New Case Method for a New Field
Transformative Work in Programs for Children and Youth
Using Video Game Design to Motivate Students
Voices From the Field: "Systems Trump Programs” A Case for Agency Support in Afterschool
What Afterschool STEM Does Best: How Stakeholders Describe Youth Learning Outcomes
What If? Building Creative Cultures for STEM Making and Learning
Youth Engagement and Quality of Experience in Afterschool Programs
Youth Media Citizenship: Beyond “Youth Voice”
Youth-Adult Partnerships: A Powerful Force for Community Change
Youth-Led Participatory Action Research: Promoting Youth Voice and Adult Support in Afterschool Programs
  • 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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