Klein, K., Noam, G.G., Allen, P.J., & Lewis-Warner, K. (2021, January). Hosting a Virtual Conference During the Pandemic: Lessons Learned [Conference brief]. Mapping Connections between STEM and Social-Emotional Development in Out-of-School Time Programs, Virtual. https://www.nsf.gov/awardsearch/showAward?AWD_ID=1940155

Rebecca K. Browne , Patricia J. Allen & Gil G. Noam (2021): The doubledip:
quality discrepancies in out-of-school time STEM programs, International Journal of Science
Education, Part B

Allen, P. J., Lewis-Warner, K., & Noam, G. G. (2020). Partnerships to transform STEM learning: A case study of a STEM learning ecosystem. Afterschool Matters, 31, 12.

Gil G. Noam , Patricia J. Allen , Gerhard Sonnert & Philip M. Sadler
(2020): The Common Instrument: an assessment to measure and communicate youth science
engagement in out-of-school time, International Journal of Science Education, Part B, DOI:
10.1080/21548455.2020.1840644

Little, T. D., Chang, R., Gorrall, B. K., Fukuda, E., Noam, G. G., & Allen, P. J. (2020). The retrospective pretest-posttest design redux: On its validity as an alternative to traditional pretest-posttest measurement. International Journal of Behavioral Development.

Peabody, L., Browne, R.K., Allen, P.J., Noam, G. (2019). Planning for Quality: A research-based approach to developing strong STEM programming. Connected Science Learning.

Allen, P. J., Chang, R., Gorrall, B. K., Waggenspack, L., Fukuda, E., Little, T. D., & Noam, G. G. (2019). From quality to outcomes: A national study of afterschool STEM programming. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-019-0191-2

Noam, G. G. (2019, March 27). When a parent's narcissism is the root of a child's shame [Blog post]. https://www.wbur.org/cognoscenti/2019/03/27/college-admissions-bribery-scandal-gil-noam

Noam, G. G. (2019, April 28). Letter to the editor. The New York Times. Retrieved from https://www.nytimes.com/2019/04/28/opinion/letters/summit-learning-tech-teaching.html

Allen, P. J., Noam, G. G., Little, T. D., Fukuda, E., Gorrall, B. K., & Waggenspack, L. (2017). Afterschool & STEM system building evaluation 2016. Belmont, MA: The PEAR Institute: Partnerships in Education and Resilience.

Sneider, C., & Noam, G. G. (2019). The Common Instrument Suite: A means for assessing student attitudes in STEM classrooms and out-of-school environments. Connected Science Learning, (11). Retrieved from csl.nsta.org/2019/07/the-common-instrument-suite

Allen, P. J., Lewis-Warner, K. M., & Noam, G. G. (2019). Partnerships to transform STEM learning: A case study of Tulsa, Oklahoma’s STEM learning ecosystem. Afterschool Matters. Retrieved from https://www.thepearinstitute.org/tulsa-case-study-short

Allen, P. J., Lewis-Warner, K. M., & Noam, G. G. (2019). Partnerships to transform STEM learning: A case study of Tulsa, Oklahoma’s STEM learning ecosystem. Afterschool Matters. Retrieved from https://www.niost.org/Afterschool-Matters/Journal/all/

Noam, G. G., & Triggs, B. (2018). The Clover Model: A Developmental Process Theory of social-emotional development. Belmont, MA: The PEAR Institute: Partnerships in Education and Resilience.

Noam, G. G., Allen, P. J., & Triggs, B. (2018). The measurement of youth social and emotional competencies in OST settings. In E. Devaney & D. Moroney (Eds.), Social and Emotional Learning in Out-of-School Time. Charlotte, NC: Information Age Publishing.

Expanded Learning: A thought piece about terminology, typology, and transformation

Shah, A. M., Wylie, C., Gitomer, D., & Noam, G. G. (2018). Improving STEM program quality in out-of-school-time: Tool development and validation. Science Education. https://doi.org/10.1002/sce.21327

Malti, T., Beelmann, A., Noam, G. G., & Sommer, S. (2018). Innovation and integrity in intervention research: Conceptual issues, methodology, and knowledge translation. Prevention Science, 19(3), 271–273. https://doi.org/10.1007/s11121-018-0868-7

Noam, G. G. (2018, May 30). Using individual assessments to support whole school SEL interventions: Lessons learned. Measuring SEL. Retrieved from http://measuringsel.casel.org/using-individual-assessments-support-whole-school-sel-interventions-lessons-learned/

Malti, T., Zuffianò, A., & Noam, G. G. (2017). Knowing every child: Validation of the Holistic Student Assessment (HSA) as a measure of social-emotional development. Prevention Science.