The Journal of Expanded Learning Opportunities (JELO) is a peer-reviewed, online, open-access publication of the Central Valley Afterschool Foundation. The aim of this journal is to promote scholarship and consciousness… read more →
Relating Research to Practice contains a set of research briefs summarizing recent peer-reviewed educational research.
This website focuses on papers published in over a dozen different educational journals since 2009, including a few from the UK/EU representing global perspectives on teaching and learning. Research briefs are organized by a set of relevant topics and tagged with keywords.
There is broad nationwide support for quality afterschool learning programs, but many states and school districts struggle to sustain and fund these initiatives, particularly in disadvantaged communities.
The American Youth Policy Forum’s (AYPF) latest issue brief, How Statewide Afterschool Networks Increase Investment in Afterschool explores how Statewide Afterschool Networks (SANs) advocate for increased investment in afterschool programs, resources, and policies, and share lessons learned from the field in creating high-quality, sustainable afterschool programs.
Drawing on interviews with state afterschool network leaders, this brief illustrates how various SANs are pushing for increased investment in afterschool programs, resources, and policies, and how their work can often make the difference in building and sustaining high-quality programs in communities that need them the most.
More and more young people are learning about science, technology, engineering, and mathematics (STEM) in a wide variety of afterschool, summer, and informal programs. At the same time, there has been increasing awareness of the value of such programs in sparking, sustaining, and extending interest in and understanding of STEM.
To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in out-of-school settings.
Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. The report provides guidance on how to evaluate and sustain programs. This report is a resource for local, state, and federal policy makers seeking to broaden access to multiple, high-quality STEM learning opportunities in their community.
Issue Brief published by the Afterschool Alliance, in partnership with the MetLife Foundation. Afterschool programs across the country are using information they’ve collected—which ranges from data on student self-confidence to program and school day attendance to student curiosity—to improve their understanding of how well they are implementing their activities and if they are making progress on the goals and outcomes they hope to achieve.
Afterschool Matters is a national, peer-reviewed journal dedicated to promoting professionalism, scholarship and consciousness in the field of afterschool education. The journal serves those involved in developing and managing programs for youth during the out-of-school time hours and those engaged in research and in shaping youth development policy.
Conducted and compiled in partnership with ASU’s Morrison Institute on Public Policy, the Report highlights results of a 2011 survey of 681 afterschool and out-of school time program sites in Maricopa and Pima counties.
Contact us at 602.496.3307 or email@example.com if you or your organization would like a presentation or explanation of the key findings and what they mean for Arizona’s youth.