Partnerships in Education and Resilience (PEAR)
Publications
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PUBLICATIONS BY DR. GIL NOAM
Ten Big Bets: Transforming Education During the Pandemic and Beyond
In this book, Dr. Gil Noam, a Harvard psychologist, researcher, and educator, shows that times of upheaval demand fundamental positive change. Rather than providing a technical manual or rigid prescriptions, Noam introduces ten core ideas for teachers, administrators, afterschool providers, and families to embrace both in the harrowing time of COVID-19 and in the years of reconstruction and transformation that will follow. By bringing us to these core ideas of what's important, Ten Big Bets offers a clear path for all adults who dedicate themselves to children and youth so that each and every one learns and thrives. Each chapter is followed by concrete, evidence-based recommendations that can be implemented immediately and over time.
SELECTED PUBLICATIONS
Hosting a Virtual Conference During the Pandemic: Lessons Learned
Christine (Kit) Klein, Gil Noam, Patricia Allen, Kristin Lewis-Warner
CAISE
2021
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
Keywords
STEM, SED
The double-dip: Quality discrepancies in out-of school time STEM programs
Rebecca K. Browne , Patricia J. Allen & Gil G. Noam
International Journal of Science Education, Part B
2021
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
Keywords
STEM, assessment
Partnerships to transform STEM learning: A case study of a STEM learning ecosystem
Allen, P. J., Lewis-Warner, K, & Noam, G. G.
Afterschool Matters
2020
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.
Keywords
STEM, partnerships, case study
The Common Instrument: An assessment to measure and communicate youth science engagement in out-of-school time
Gil G. Noam , Patricia J. Allen , Gerhard Sonnert & Philip M. Sadler
International Journal of Science Education, Part B
2020
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
Keywords
STEM, assessment, science engagement
The retrospective pretest-posttest design redux: On its validity as an alternative to traditional pretest-posttest measurement.
Little, T. D., Chang, R., Gorrall, B. K., Fukuda, E., Noam, G. G., & Allen, P. J.
International Journal of Behavioral Development
2020
Little, T. D., Chang, R., Gorrall, B. K., Fukuda, E., Noam, G. G., & Allen, P. J. (in press). The retrospective pretest-posttest design redux: On its validity as an alternative to traditional pretest-posttest measurement. International Journal of Behavioral Development.
Keywords
research design, posttest, pretest
When a parent's narcissism is the root of a child's shame
Noam, G. G.
Cognoscienti
2019
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
Keywords
higher education
The Common Instrument Suite: A means for assessing student attitudes in STEM classrooms and out-of-school environments
Sneider, C., Noam, G. G.
Connected Science Learning
2019
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
Keywords
assessment, STEM
Partnerships to transform STEM learning: A case study of Tulsa, Oklahoma's ecosystem (full)
Allen, P. J., Lewis-Warner, K. M., Noam, G. G.
The PEAR Institute: Partnerships in Education and Resilience
2019
Allen, P. J., Lewis-Warner, K. M., & Noam, G. G. (accepted). 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/
Keywords
STEM, partnerships, case study, DoS, CIS
Letter to the editor
Noam, G. G.
New York Times
2019
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
Keywords
higher education, personalized learning
Afterschool & STEM System Building Evaluation 2016.
Allen, P. J., Noam, G. G., Little, T. D., Fukuda, E., Gorrall, B. K., Waggenspack, L.
The PEAR Institute: Partnerships in Education and Resilience
2019
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.
Keywords
STEM, assessment
From quality to outcomes: a national study of afterschool STEM programming
Allen, P. J., Chang, R., Gorrall, B. K., Waggenspack, L., Fukuda, E., Little, T. D., & Noam, G. G.
International Journal of STEM Education
2019
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
Keywords
STEM, program quality, social-emotional learning
Partnerships to transform STEM learning: A case study of Tulsa, Oklahoma's ecosystem (short)
Allen, P. J., Lewis-Warner, K. M., Noam, G. G.
The PEAR Institute: Partnerships in Education and Resilience
2019
Allen, P. J., Lewis-Warner, K. M., & Noam, G. G. (accepted). 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
Keywords
STEM, partnerships, case study, DoS, CIS
Planning for quality: A research-based approach to developing strong STEM programming.
Peabody, L., Browne, R. K., Allen, P. J., Noam, G. G.
Connected Science Learning
2019
Peabody, L., Browne, R.K., Allen, P.J., Noam, G. (in press). Planning for Quality: A research-based approach to developing strong STEM programming. Connected Science Learning.
Keywords
STEM, program quality
Expanded learning: A thought piece about terminology, typology, and transformation
Noam, G. G., Triggs, B.
International Journal for Research on Extended Education
2018
Expanded Learning: A thought piece about terminology, typology, and transformation
Keywords
out-of-school time
Innovation and integrity in intervention research: Conceptual issues, methodology, and knowledge translation.
Malti, T., Beelmann, A., Noam, G. G., Sommer, S.
Prevention Science
2018
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
Keywords
intervention, translational research
Using individual assessments to support whole school SEL interventions: Lessons learned
Noam, G. G.
Measuring SEL
2018
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/
Keywords
social-emotional development, intervention
Improving STEM program quality in out-of-school-time: Tool development and validation.
Shah, A. M., Wylie, C., Gitomer, D., Noam, G. G.
Science Education
2018
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
Keywords
STEM, out-of-school time
The Clover Model: A Developmental Process Theory of social-emotional development.
Noam, G. G., Triggs, B.
The PEAR Institute: Partnerships in Education and Resilience
2018
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.
Keywords
Clover, social-emotional development
The measurement of youth social and emotional competencies in OST settings.
Noam, G. G., Allen, P. J., Triggs, B.
In E. Devaney & D. Moroney (Eds.), Social and Emotional Learning in Out-of-School Time.
2018
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.
Keywords
out-of-school time, social-emotional development, assessments
Knowing every child’s social-emotional development: Toward the use of developmental tools in psychological intervention.
Malti, T., Zuffianò, A., Noam, G. G.
Prevention Science
2017
Malti, T., Zuffianò, A., & Noam, G. G. (2017b). Knowing every child’s social-emotional development: Toward the use of developmental tools in psychological intervention. Prevention Science, 1–12. https://doi.org/10.1007/s11121-017-0794-0
Keywords
social-emotional development, psychological intervention, intervention