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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.
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Harvard Family Research Project discusses the connection between parents' behavior and adolescents' participation in out-of-school time activities.
Holly Morehouse describes how out-of-school time programs connected to the school day transformed one district's school culture.
Linda Lee explains how foundations, local and state governments, schools, and other entities have formed a multimember collaboration to support the Mayor's Time after school initiative.
Karen Walking Eagle, Sebastian Castrechini, and Monica Mielke from Policy Studies Associates preview a new assessment of programs that connect youth with multiple out-of-school supports to promote future success.
City Year staff member Erika Rasmussen describes how City Year Seattle/King County works with the local school district and with community organizations to offer high-quality OST programming.
Michael Vaden-Kiernan and Debra Hughes Jones from SEDL describe a U.S. Department of Education initiative to support rigorous research on the potential of after school programs to affect academic performance.
Susan Porter, Project Director at Cooperative Artists Institute, describes how the Peace Drum Project makes connections with community members through the arts.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Building and Evaluating Out-of-School Time Connections.
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 Building and Evaluating Out-of-School Time Connections.
Julie Bott reviews the strategies she and her colleagues use to link the Gardner Extended Services School's after school program with the school day.
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.
An-Me Chung of the C. S. Mott Foundation describes the Statewide Afterschool Networks, and three Statewide Afterschool Network coordinators—Jennifer Becker Mouhcine from Illinois, Zelda Waymer from South Carolina, and Janet Frieling from Washington—discuss how their Networks support and promote systems of after school program quality.
Tena St. Pierre and Claudia Mincemoyer from the Pennsylvania State University's Cooperative Extension Service1 describe lessons learned from implementation and evaluation of a complementary learning pilot program.
Audrey Hutchinson of National League of Cities Institute for Youth, Education, and Families discusses the evaluation of linked after school services by cities.
Elizabeth Devaney and Hillary Salmons from the Providence After School Alliance describe how a citywide data collection system helps track and improve after school services and strengthen linkages with community organizations, schools, and families.
This Snapshot reviews small-scale experimental evaluations of after school programs, highlighting these studies' evaluation strategies and results.
Free. 8 Pages.
Robert Pianta from the University of Virginia describes a classroom assessment scoring system that measures teacher–child interactions and serves as the basis for individualized professional development to strengthen teachers' classroom practice.
David Eddy Spicer, Roland Stark, and Martha Stone Wiske from WIDE World describe their process of measuring learning in online professional development.
This issue of The Evaluation Exchange focuses on evaluating professional development across a range of fields, including after school and youth development, education, child care, and child welfare. The issue features innovative methods in professional development, conceptual frameworks and practical tools for evaluating professional development, links between professional development and program quality, and the role of organizational contexts in supporting professional development and positive outcomes. Included in the issue is a Questions & Answers feature with Thomas Guskey, who describes his five-level model for evaluating professional development.
Free. 24 Pages.
This web only version of the Promising Practices section features an expanded article by David Eddy Spicer, Roland Stark, and Martha Stone Wiske from WIDE World, describing their process of measuring learning in online professional development.
Joan Levy Zlotnik, Mary McCarthy, and Katharine Briar-Lawson review research and evaluation findings on public agency–university partnerships to educate public child welfare workers and the impact of such partnerships on workforce retention.
Thomas R. Guskey of the University of Kentucky discusses his five-step process for evaluating professional development in education and its connection to professional development planning.
Ila Desmukh Towery and Rachel Oliveri offer lessons for engaging teacher and student stakeholders in the evaluation of a professional development program.
Veronica Boix Mansilla and Robert Kegan from the Harvard Graduate School of Education describe a new course that uses an integrative approach to help education students learn to “think like an educator.”
An introduction to the issue on Professional Development by HFRP's Founder & Director, Heather B. Weiss, Ed.D.