Youth Development

“I Could See Myself as a Scientist”: The Potential of Out-of-School Time Programs to Influence Girls’ Identities in Science
“Writing Is Not Really Something I Do”: Engaging Reluctant Male Writers
A New Way to Assess Nutrition Knowledge: The Healthy Plate Photo Method
A Seat at the Table: Listening to Adolescent Black Girls
A Youth Development Approach to Evaluation: Critical Participatory Action Research
An “I” in Teen? Perceived Agency in a Youth Development Program
An Unexpected Outcome
And Girl Justice for All: Blending Girl-Specific and Youth Development Practices
Before the School Bell Rings: How a Before-School Physical Activity Program Improves Executive Functions
Beyond the Pipeline: STEM Pathways for Youth Development
Building APAS and Literacy Capacity in Philadelphia Out-of-School Time Programs
Check it Off ! A Youth Development Approach to Staff Training
Connecting Urban Students with Engineering Design: Community-Focused, Student-Driven Projects
Creating an Agency Culture: A Model for Common Humanity
Creating Opportunities for Mutual Affiliation: Gang Prevention and Relational-Cultural Theory in Project YES
Creative Youth Development in the Context of Homelessness
Critical Friendship: Helping Youth Lift as They Climb Together
Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time
Curriculum and Professional Development for OST Science Education: Lessons Learned from California 4-H
Designing for Belonging and Becoming in an Afterschool Tinkering Program
Designing for Engagement
Empowering Youth Work Supervisors with Action Research Strategies
Equity and Inclusion: An Action Agenda for Youth Development Professionals
Fostering Arts Education Through a University-Afterschool Partnership
Girls’ Challenge Seeking: How Outdoor Exposure Can Support Girls in Taking Positive Risks
Growing Our Own: Former Participants as Staff in Afterschool Youth Development Programs
Helping Low-Income Urban Youth Make the Transition to Early Adulthood: A Retrospective Study of the YMCA Youth Institute
Helping Youth Prepare for Careers: What Can Out-of-School Time Programs Do?
Hmong High School Students in Afterschool: Effects on Achievement, Behavior, and Self-Esteem
How to Introduce Creative Youth Development into an Existing Afterschool Program
Learning Across Space Instead of Over Time: Redesigning a School-Based STEM Curriculum for OST
Long-Term Participants: A Museum Program Enhances Girls’ STEM Interest, Motivation, and Persistence
Making and Mentors: What it Takes to Make Them Better Together
Making Learning Work
Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety
Measuring Program Quality: Evidence of the Scientific Validity of the Assessment of Program Practices Tool
Muggle Magic
Next Generation Youth Work Coalition
Paper Copters and Potential: Leveraging Afterschool and Youth Development Trainers to Extend the Reach of STEM Programs
Partnerships to Transform STEM Learning
Playful Learning Landscapes
Positive Youth Development Through Hip-Hop Music Production
Process Over Product
Raising Real Leaders Using Virtual Worlds
Research-Based Practices in Afterschool Mentoring Programs
Researcher’s Notebook: Converging issues in an Out-of-school Time Program for African Refugee Children
Rites of Passage: Preparing Youth for Social Change
Rowing and Growing
Seed Balls and the Circle of Courage: A Decolonization Model of Youth Development in an Environmental Stewardship Program

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    "NIOST has been an anchor for numerous school age care projects we do, including ASQ (After-School Quality) and Links to Learning. They are a nationally respected organization that Pennsylvania has partnered with for over 20 years."

    – Betsy O. Saatman, TA Specialist/SAC Initiatives, Pennsylvania Key

    "NIOST was a core partner in supporting the development of quality improvement systems across the nine cities that participated in The Wallace Foundation Next Generation Afterschool System-Building Initiative. The NIOST team worked well with other technical assistance partners in the initiative, always willing to pitch in and collaborate with others to make our professional learning community meetings a team effort. I truly hope the Foundation has an opportunity to partner with them in the future."

    – Priscilla M. Little, Initiative Manager, The Wallace Foundation


    "NIOST has been a leader in the out-of-school time field for as long as I can remember, and I have relied on their research, tools, and advice to improve my practice throughout my career. Their staff members are good partners and good listeners, and their influence across the country is palpable."

    – Jane Quinn, Vice President and Director of National Center for Community Schools, Children's Aid Society

    "Georgia Hall, Ellen Gannett, and the NIOST team have been instrumental in driving the healthy afterschool movement. Their dedication to quality practice, informed policy, and collective impact is instrumental in our effort to create healthier communities."

    – Daniel W. Hatcher, Director, Community Partnerships, Alliance for a Healthier Generation

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The Afterschool Matters Initiative is managed by the National Institute on Out-of-School Time, a program of the Wellesley Centers for Women at Wellesley College

Georgia Hall, PhD, is Managing Editor of the Afterschool Matters Journal

Wellesley Centers for Women
Wellesley College
106 Central Street
Wellesley, MA 02481-8203 USA

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