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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
Select a category below to narrow the list of publications about out-of-school time. Click on a column heading to sort, and then select a title to view the publication. If you are looking for a specific document, topic, or author, visit our Publications & Resources section to conduct an advanced search.
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Children can develop 21st-century skills, even outside of the classroom. This resource guide offers hands-on, maker-inspired activities, along with advice from museums, libraries, and afterschool programs, for educators and families to use when exploring STEM topics with children.
This web only version of the New & Noteworthy section features an expanded annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Professional Development.
Assistant Executive Director for Community Schools Partnerships at the Children’s Aid Society in New York, Jane Quinn spoke with us about how the after school field has evolved and what she thinks the future holds.
This short publication will give you a quick overview and some concrete examples of complementary learning. It includes information about what complementary learning looks like, some examples of complementary learning systems in practice today, and a description about what is different about complementary learning from traditional programs and services. Finally, we'll introduce you to Marcus, a fictional teenager whose story illustrates how complementary learning can positively affect the lives of students from birth through adolescence.
A list of useful resources on the Internet.
This Fact Sheet summarizes findings and implications from HFRP's recently completed Study of Predictors of Participation in OST Activities. With funding from the W.T. Grant Foundation, we examined the child, family, school, and neighborhood predictors of children's participation in OST activities, paying special attention to disadvantaged youth.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to this issue's theme of Out-of School Time.
This 2-page Research Summary synthesizes findings from two HFRP publications that examine demographic differences in children's OST participation. This summary, which contains a subset of findings contained in the Fact Sheet, presents key findings on differences in multiple dimensions of participation in a range of OST activities and among youth from varying family income levels and racial and ethnic groups.
Ever wonder what libraries around the country are doing to engage families? Learn the answer to this question and others through HFRP and PLA’s national survey of family engagement in public libraries—– the results of which are presented here.
Harvard Family Research Project’s Teaching Cases support teacher training and professional development by highlighting challenges that schools, families, and communities may encounter in supporting children’s learning. In this month’s FINE newsletter, we feature After School for Cindy, which explores the roles that family members, school staff, and community organizations play in one child’s out-of-school time and demonstrates the importance of family engagement across learning contexts.
Kathleen Hebbeler of SRI International describes the evaluation of CORAL, which seeks to help communities view academic achievement as the shared responsibility of multiple sectors of the community.
Sharon Hemphill and Holly Kreider describe how the Boys & Girls Clubs of America is implementing and evaluating an initiative that goes “beyond the walls” to support families in order to promote children’s success.
Barton Hirsch and Larry Hedges present their innovative design for evaluating After School Matters, a Chicago initiative that draws on connections with community members, businesses, and schools.
Karen Horsch and Kathleen Hart of HFRP summarize HFRP's conversations with after school evaluators, researchers, and stakeholders to map the out-of-school time field.
This brief draws on information collected from focus group interviews with representatives of 14 programs that are involving youth in their evaluation and research efforts. It examines the elements of successful youth involved research projects and offers short profiles of the 14 organizations included in the study.
Denise Huang describes her work with the National Partnership for Quality Afterschool Learning to identify best practices for learning in after school programs, including characteristics of effective professional development.
Audrey Hutchinson of National League of Cities Institute for Youth, Education, and Families discusses the evaluation of linked after school services by cities.
Jessica Intrator from the Children's Discovery Museum describes a program that connects youth with a community institution to promote technology skills, health awareness, and positive social and academic outcomes.
Through connected learning, says Mizuko Ito, schools, museums, and libraries are employing innovative strategies, leveraging digital media to make learning more relevant and engaging to youth, and linking the crucial spheres in a learner’s life—peers, interests, and academic pursuits.
In this article, Barbara Jentleson and Helen Westmoreland, from Duke University, highlight the mechanism of connecting complementary-learning contexts through staffing patterns and practices.
Sarah Jonas describes the Children's Aid Society's model of site-based coaching for quality after school programming and the supports they provide to build the capacity of their coaches.
Ted Jurkiewicz and Charles Hohmann from the High/Scope Educational Research Foundation describe the design of High/Scope's new Youth Program Quality Assessment tool.
This comprehensive, easy-to-read guide to understanding how to engage families in after school programs is a critical resource for after school providers looking to create or expand an existing family engagement program. It offers a research base for why family engagement matters, concrete program strategies for engaging families, case studies of promising family engagement efforts, and an evaluation tool for improving family engagement practices.
A group of researchers illlustrate how the practice of family engagement can link the out-of-school time, school, and home contexts.
Thomas J. Kane from the University of California, Los Angeles, distills lessons for future research from his review of four recent after school program evaluations.