Afterschool Matters Fall 2012

Understanding the How of Quality Improvement: Lessons from the Rhode Island Program Quality InterventionBy Elizabeth Devaney, Charles Smith, and Kenneth WongThe question is not only whether programs improve but how quality interventions effect change in afterschool program practices. 10 pages. Exploring Self-Esteem in Girls\u27 Sports Program: Competencies and Connections Create ChangeBy Ellen MarkowitzWe say our programs build self-esteem, but we struggle to document the changes we see taking place in youth. Shifting the focus from how youth feel to their competence and connections may help. 10 pages. Helping Youth Prepare for Careers: What Can Out-of-School Time Programs Do?By Kathryn Hynes, Kaylin M. Greene, And Nicole ConstanceExemplary career programming overcomes the obstacles to engaging older youth and shows them how to find the next rung on the ladder. 10 pages. Supporting Youth with Special Needs in Out-of-School Time: A Study of OST Providers in New JerseyBy Jane Sharp, Elizabeth Rivera Rodas, and Alan R. SadovnikA survey of OST administrators and staff shows that professional development can influence providers\u27 willingness and ability to include children with special needs in their programs. 11 pages. Human Resources: Staffing Out-of-School Time Programs in the 21st Century By Ron AsherOffering low-wage, part-time jobs is a systemic feature of the afterschool landscape. Now what? 6 pages Beyond the Pipeline: STEM Pathways for Youth DevelopmentBy Gabrielle H. Lyon, Jameela Jafri, and Kathleen St. LouisEmpowering underrepresented groups to pursue STEM interests is less a matter of repairing a leaky pipeline than of building pathways for meaningful participation. 10 pages. Build IT: Scaling and Sustaining and Afterschool Computer Science Program for Girls By Melissa Koch, Torie Gorges, and William R. Penuel Co-design - including youth development staff along with curriculum designers - is the key to developing an effective program that is both scalable and sustainable. 9 pages.https://repository.wellesley.edu/afterschoolmatters/1024/thumbnail.jp

Afterschool Matters Spring 2013

Where It Gets Interesting: Competing Models of STEM Learning After SchoolBy Bronwyn Bevan and Vera MichalchikThe limitations of the additive model of learning and the advantages of the contextual model for fostering a STEM learning environment. 8 Pages. Shifting Expectations: Bringing STEM to Scale through Expanded Learning SystemBy Jessica Donner and Yvonne WangRecognizing that schools can’t boost STEM preformance alone, policy makers and educators have called for “all hands on deck” to boost STEM achievement, ignite passions in science, and expose students to STEM career possibilities. 8 Pages How Wide is a Squid Eye? Integrating Mathematics into Public Library Programs for Elementary GradesBy Marlene Kliman, Nuria Jaumot-Pascual, and Valerie MartinDeveloping resources to assist librarians in bringing mathematic reasoning and problem solving into their programing and develop the library as a forum for exchanging problem-solving strategies. 7 Pages. Variations on a Theme: Characteristics of Out-of-School Time Science Programs Offered by Distinct Organization TypesBy Sandra L. Laursen, Heather Thiry, Tim Archie, and Rebecca CraneBelief is widespread that OST programs are ideal locations in which to learn science and that youth participation may increase access to science for underrepresented groups, such as girls or minorities, and enhance the science workforce. 14 Pages Getting Intentional about STEM Learning By Michael MacEwanVoices from the Field: an exploration of a program through the experience of the children, the training of the staff and potential spaces for improvement. 3 Pages. Effective STEM Programs for Adolescent Girls: Three Approaches and Many Lessons LearnedBy Harriet S. Mosatche, Susan Matloff-Nieves, Linda Kekelis, and Elizabeth K. LawnerResearch-supported strategies for workign with teen girls and building interest in STEM fields and careers. 9 Pages. Implementing Out-of-School Time STEM resources: Best Practices from Public TelevisionBy Christine Andrews PaulsenAn exploration of the contributions of public television programs to increased awareness of and interest in STEM fields. 9 Pages.https://repository.wellesley.edu/afterschoolmatters/1025/thumbnail.jp

Afterschool Matters Spring 2019

Welcome from the Managing Editor of Afterschool Matters, Spring 2019 By Georgia Hall About eight years ago, I took my then six-year-old daughter to a local children’s theater performance of The Wizard of Oz. During intermission, she made it clear to me that, next time, she wanted to be on stage. So began an incredible journey into the dramatic arts that was topped off last January with her final youth theater performance. Process Over Product: How Creative Youth Development Can Lead to Peace Adam Jacobs “The person who fell off the person who fell off.” This was the response of four-year-old Aaron to the question, “What do you want to do a play about?” in the Kids Creative Summer Camp. Aaron meant to say “the person who fell off” only once. In most settings, such an accidental double phrasing would be corrected and forgotten. However, in Kids Creative, the rule is “All ideas are good.” Other campers built on Aaron’s slip-up to create a play called “The Journey to Find The Person Who Fell Off The Person Who Fell Off.” This group of 20 children, ages 4 to 12, who came from various New York City schools, engaged in a brainstorming session in which they shared ideas and asked questions. Everyone in the group, including the teaching artists, added their own ideas using the phrase, “Yes, and….” A storyline took shape: The vice president of Chocolateville was standing on the shoulders of the president of Chocolateville at their inauguration when they both slipped into the Chocolate River. Now a group of heroes has to make a treacherous journey to find them. Each child created his or her character, and the group found ways to weave the story together. Thanks to the Kids Creative processoriented environment, one idea from a four-year-old child developed into a five-part musical play, which was performed for friends and family at the close of the camp session. Beyond the Webinar: Dynamic Online STEM Professional Development By Alexandria Brasili and Sue Allen A group of six afterschool educators come together for a monthly professional development course in which they are learning to facilitate STEM programs effectively. Today’s meeting focuses on how to model science practices. To begin the meeting, the facilitator sets up an icebreaker to allow the other five educators to get to know one another better. The facilitator asks, “What upcoming STEM program are you most excited about?” Sofia, an afterschool educator at a 4-H program, talks about the summer coding club that she is starting; the other participants join in. Supporting Latinx Youth Participation in Out-of-School Time Programs By Nancy Erbstein and James O. Fabionar Scholars in many fields have documented that the sharp population increase among Latinx people in the U.S. has been accompanied by myriad social challenges (Suárez-Orozco & Suárez-Orozco, 2009). Both established populations and new arrivals struggle to obtain quality education, adequate healthcare, and employment that pays a living wage; they also deal with various forms of discrimination. Analyses repeatedly indicate that these and other issues often shape the daily lives and developmental trajectories of Latinx youth. These social issues also undermine Latinx participation in out-of-school time (OST) programs, which hold potential to promote youth well-being (Guzman-Rocha, McLeod, & Bohnert, 2017). Increasingly, leaders of youth-serving organizations voice concern about low Latinx participation (Borden et al., 2006), often recognizing that poor participation reflects a need to develop new capacities and inclusive practices (Perkins et al., 2007). The Unique Challenges of Afterschool Research Lizzie Murchison, Katie Brohawn, Cheri Fancsali, Andrea D. Beesley, and Erin Stafford Funders and policymakers are increasingly recognizing the afterschool field for its vital role in supporting the social and emotional growth and academic achievement of school-age youth. Although this recognition is welcome, it often comes with increased expectations for high-quality research demonstrating the value of programming. To satisfy these demands and make the most of funding opportunities, practitioners must develop strong partnerships with external evaluators. However, developing afterschool evaluation partnerships that work well for all parties is often far more difficult than program directors or evaluators anticipate. Being and Becoming Scientists: Design-Based STEM Programming for Girls Jasmine M. Nation, Danielle Harlow, Diana J. Arya, and Maya Longtin “I am a scientist. I’m not like a scientist.” We were excited to hear this response from one of the girls who participated in our afterschool program focused on science, technology, engineering, and mathematics (STEM). The STEMinist Program was a research-practice collaboration between university researchers and an afterschool program for female students in grades 4 to 6. This article describes how the program’s ongoing design transformations increased girls’ understanding of and interest in STEM. Design-based framing (Barab & Squire, 2009) enabled ongoing adjustments to the program while also identifying best practices for afterschool STEM learning. To understand the program’s progression and outcomes, we examined the features of the learning environment and the relationships among design components by analyzing qualitative data collected before, during, and after program implementation. Participants’ perceptions of science and scientists helped us understand the impact of the program and ways to improve it. Relationships: The Key to Student Success in Afterschool Programs By Ginger Shea Student success and achievement in afterschool programs depend on caring adults who go above and beyond to make children feel that they are special and can achieve anything (Akhavan, Emery, Shea, & Taha-Resnick, 2017). In the Oxnard (California) School District, where I am the afterschool grant manager, many of the 200 staff in the Oxnard Scholars afterschool program are working in their first job. This is the first time they have been in charge of young people and the first time they have been called “teacher.” These firsts can be drawbacks, but they also can create powerful opportunities to build staff members’ capacity to engage students and enrich their lives.https://repository.wellesley.edu/afterschoolmatters/1038/thumbnail.jp

An overview of concepts and approaches used in estimating the burden of congenital disorders globally.

Congenital disorders are an important cause of pregnancy loss, premature death and life-long disability. A range of interventions can greatly reduce their burden, but the absence of local epidemiological data on their prevalence and the impact of interventions impede policy and service development in many countries. In an attempt to overcome these deficiencies, we have developed a tool-The Modell Global Database of Congenital Disorders (MGDb) that combines general biological principles and available observational data with demographic data, to generate estimates of the birth prevalence and effects of interventions on mortality and disability due to congenital disorders. MGDb aims to support policy development by generating country, regional and global epidemiological estimates. Here we provide an overview of the concepts and methodological approach used to develop MGDb

Afterschool Matters Fall 2019

Welcome from the Managing Editor of Afterschool Matters, Fall 2019 By Georgia Hall Creative Youth Development in the Context of Homelessness By Alexandra E. Pavlakis Supporting Stability While Creating Structural Change Raising Real Leaders Using Virtual Worlds By Kristin H. Javorsky Blending Minecraft, Leadership, and Creativity Youth Perspectives on Staff Turnover in Afterschool Program By Patricia McGuiness-CarmichaelRelationships with staff are crucial to participants’ growth in youth development programs. Using Screen Time to Promote Green Time By Christine Andrews Paulsen and Jessica Rueter Andrews Outdoor STEM Education in OST Settings Stone Soup By Valerie Zapolsky Creating an Arts-Based Afterschool Program in Rural Maine Muggle Magic By Leigh Anne Wilson & Brittany R. Jacobs Learning Through Play in Harry Potter’s Worldhttps://repository.wellesley.edu/afterschoolmatters/1039/thumbnail.jp

Afterschool Matters Spring 2020

Welcome from the Managing Editor of Afterschool Matters, Spring 2020 By Georgia Hall Trends in Creative Youth Development Programs A leading researcher identifies five trends in CYD programming that also have implications for the broader OST field.By Denise Montgomery Designing for EngagementHow High-Quality Arts OST Programs Can Engage Tweens By Tracey Hartmann and Wendy McClanahan How to Introduce Creative Youth Development into an Existing Afterschool Program The Casita Maria Story By Anne Dunning Partnerships to Transform STEM Learning A Case Study of a STEM Learning Ecosystem By Patricia J. Allen, Kristin Lewis-Warner, and Gil G. Noam Designing for Belonging and Becoming in an Afterschool Tinkering Program Flexibility within structure is the key to transformational inclusion of all afterschool participants. By Meg Escudé, Edward Rivero, and Jake Montano Positive Youth Development Through Hip-Hop Music ProductionYoung people develop their agency and their ability to critique their social context by producing hip-hop music. By Erica Van Steenis Transcend the Summer Slump How Summer Programs Can Attract and Retain Low-Income High School Students By Denise Jones & Dennis Jones Practitioners Advance Equity and AccessReview of Changemakers! Practitioners Advance Equity and Access in Out-of-School Time Programs, edited by Hill & Vance. By Elizabeth J. Starrhttps://repository.wellesley.edu/afterschoolmatters/1040/thumbnail.jp