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Informal Science and Youth Development: Creating Convergence in Out-of-School Time


by Gil G. Noam & Ashima Shah - 2014

This chapter highlights the fit between youth-development-oriented programming and informal science activities in out-of-school time (OST) and illustrates how science and youth development can and should co-occur. The clover model and Dimensions of Success tool are introduced as lenses for designing and assessing science program quality in OST.

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This article originally appeared as NSSE Yearbook Vol 113, No. 1.


Cite This Article as: Teachers College Record Volume 116 Number 13, 2014, p. 199-218
https://www.tcrecord.org ID Number: 18331, Date Accessed: 1/19/2022 5:32:36 AM

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About the Author
  • Gil Noam
    Harvard University
    E-mail Author
    GIL NOAM, Ed.D., Ph.D., (Habil.), is the founder and director of the Program in Education, Afterschool, & Resiliency (PEAR) at Harvard University. A full-time associate professor at Harvard Medical School and McLean Hospital focusing on prevention and resilience, Dr. Noam trained as a clinical and developmental psychologist and psychoanalyst in both Europe and the United States. Dr. Noam has a strong interest in translating research and innovation to support resilience in youth in educational settings. He served as the director of the Risk and Prevention program at Harvard and is the founder of the RALLY Prevention Program, an intervention that combines early detection of health, mental health, and learning problems in middle school youth, and pioneers a new professional role—“prevention practitioner.” Dr. Noam has published over 200 papers, articles, and books on topics related to child and adolescent development and risk and resiliency. He is the editor-in-chief of the award-winning journal New Directions in Youth Development: Theory, Practice and Research and consults nationally and internationally to youth development, education and child mental health organizations, foundations, and agencies.
  • Ashima Shah
    Harvard University
    E-mail Author
    ASHIMA MATHUR SHAH, Ph.D., is currently a Research Fellow at the Program in Education, Afterschool, and Resiliency (PEAR). She has designed and helped teachers implement inquiry-based science curricula in urban elementary and middle school settings as well as designed and studied new approaches to elementary science teacher education. Currently, she is managing the development, validity study, and training for the Dimensions of Success (DoS) observation tool with funding from the National Science Foundation. She is interested in the complementary nature of out-of-school and in-school experiences with science as well as assessment approaches to best capture the teaching and learning across settings.
 
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