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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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Field experience in evaluation inquiry is a promising approach to preparing the next generation of evaluators. Learn what one group of student consultants and organizations did to make a field experience in evaluative inquiry a positive one.
Presidents’ Day is a time to reflect on the importance of leadership. Learn how policymakers, researchers, and practitioners are leading the field of family engagement.
When organizations invest in developing the competencies of its professionals to engage families everyone benefits. To help accomplish this we share five of our favorite resources on professional development in family engagement along with tips on why they work.
In our last issue, we examined the evaluation of professional development in OST and other human service fields. Here, we highlight new resources that have come to our attention since the publication of that issue.
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.
Beth Miller, senior research advisor to the National Institute for Out-of-School Time (NIOST), and Ellen Gannett, codirector of NIOST, discuss the characteristics of the after school workforce.
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.
Claudia Weisburd and Tamara Sniad from Foundations, Inc. describe the use of a theory of change and a theory of action to help address questions about how to develop and evaluate professional development for after school staff.
Jennifer Buher-Kane, Nancy Peter, and Susan Kinnevy of the Center for Research on Youth and Social Policy at the University of Pennsylvania share their experience of creating a tool kit designed specifically for those who provide professional development to out-of-school time program staff.
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.
Recognizing the critical role that staff play in promoting quality OST programs, in this brief we examine OST professional development efforts and offer a framework for their evaluation.
Suzanne Bouffard from HFRP discusses how staff development initiatives and evaluations contribute to quality youth programming.
Michelle Seligson describes a professional development initiative for after school practitioners.