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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.

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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