WERA-IRN Extended Education - June 2020 Newsletter


July 12, 2019

In this newsletter, the international research network highlights examples of the current situation of extended education in different countries—three from the panel during the webinar, and enhance an international dialogue on how we, both as a network and as individual researchers, can be supportive of extended education. 

Cross-sector partnerships promote quality STEM learning opportunities for Tulsa youth

by Bailey Triggs

July 12, 2019

This press release covers an overview of PEAR's in-depth case study of Tulsa's STEM Learning Ecosystem and its main findings.

Partnerships to Transform STEM Learning: A Case Study of Tulsa, Oklahoma’s Ecosystem

by Kristin M. Lewis-Warner, Patricia J. Allen, Gil G. Noam

July 12, 2019

This is an in-depth case study of one of America's first STEM Learning Ecosystems in Tulsa, Oklahoma, which focused on the work of the Tulsa Regional STEM Alliance (TRSA), and how their strong leadership, deep partnerships, and data-informed methods have led to the creation of diverse, high-quality, STEM-rich learning opportunities for Tulsa's youth.

The Measurement of Youth Social and Emotional Competencies in OST Settings

by Gil G. Noam, Patricia J. Allen, and Bailey Triggs

September 17, 2018

This chapter in the book Social and Emotional Learning in Out-of-School Time: Foundations and Futures highlights the complexities of measuring social-emotional dimensions, and walks through tools, procedures, and reporting systems that PEAR used in two OST networks to improve programming.

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

by Gil G. Noam and Bailey Triggs

August 17, 2018

​This piece, published in Vol 6, Nr. 2 of the International Journal for Research on Extended Education, explores what truly defines “afterschool,” and makes the case for the use of “expanded learning” or “expanded opportunities” as the terms that most clearly describe this critical time of youth learning and development.

Out-of-school time and youth development: Measuring social-emotional development to inform program practice

by Gil G. Noam and Bailey Triggs

February 27, 2018

This article, published in the first issue of the International Journal for Research on Extended Education, focuses on how we can measure the impact out-of-school time (OST) programs have on youth development outcomes and how we can use those outcomes to better inform OST programming in a way that will benefit the youth the program is currently serving. 

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Social-Emotional Development (SED)

Malti, T., Noam, G. G., Beelman, A., & Sommer S. (2017). Toward dynamic adaptation of psychological interventions for child and adolescent development and mental health. In M. J. Prinstein (Ed.), Future work in clinical child and adolescent psychology. Abingdon, U.K.: Routledge.
Noam, G. G., & Triggs, B. (2016). Positive developments during the transition to adulthood. In R. A. Scott & S. M. Kosslyn (Eds.), Emerging trends in the social and behavioral sciences (pp. 1–15). Hoboken, NJ, USA: John Wiley & Sons, Inc.


Malti, T., & Noam, G. G. (2016). Social-emotional development: From theory to practice. European Journal of Developmental Psychology, 13(6), 652–665.


Noam, G. G., Malti, T., & Guhn, M. (2012). From clinical-developmental theory to assessment: The Holistic Student Assessment tool. International Journal of Conflict and Violence, 6(2), 201–213.


Malti, T., & Noam, G. G. (2009). A developmental approach to the prevention of adolescent’s aggressive behavior and the promotion of resilience. International Journal of Developmental Science, 3(3), 235–246.


Liu, C. H., Malti, T., & Noam, G. G. (2008). Holistic student assessments. New Directions for Youth Development, 2008(120), 139–49, Table of Contents.


Noam, G. G., & Malti, T. (2008). Responding to the crisis: RALLY’s developmental and relational approach. New Directions for Youth Development, 2008(120), 31–55.

Science, Technology, Engineering, and Math (STEM)

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.


Allen, P. J., & Noam, G. G. (2016). STEM learning ecosystems: Evaluation and assessment findings. Belmont, MA: The PEAR Institute: Partnerships in Education and Resilience.


Noam, G., & Shah, A. (2014). Informal science and youth development: Creating convergence in out-of-school time. Teachers College Record, 116(13), 199–218. Retrieved from


Shah, A. M., Wylie, C. E., Gitomer, D., & Noam, G. G. (2014). Development of the Dimensions of Success (DoS) observation tool for the out of school time STEM field: Refinement, field-testing and establishment of psychometric properties. Belmont, MA: Program in Education, Afterschool & Resiliency, Harvard University and McLean Hospital. 


Noam, & Shah, A. M. (2013). Game-changers and the assessment predicament in afterschool science. Belmont, MA: The PEAR Institute: Partnerships in Education and Resilience. 


Papazian, A. E., Noam, G. G., Shah, A. M., Rufo-McCormick, C. (2013). The quest for quality in afterschool science: The development and application of a new tool. Afterschool Matters, 18, 17–24.


Dahlgren, C.T., & Noam, G.G. (2009). Helping children reach their potential through quality programming: The importance of evaluation in out-of-school time science, technology, engineering, and mathematics. A presentation at The First National Conference on Science and Technology in Out-of-School Time, Chicago, IL. (p.24) Retrieved from


Hussar, K., Schwartz, S., Boiselle, E., & Noam, G. G.  (2008). Toward a systemic evidence-base for science in out-of-school time: The role of assessment. Belmont, MA: Program in Education, Afterschool & Resiliency, Harvard University and McLean Hospital.


Dahlgren, C. T., Larson, J. D., & Noam, G. G. (2008). Innovations in out-of-school time science assessment: Peer evaluation and feedback network in metropolitan Kansas City Summer METS Initiative. Informally published manuscript. Belmont, MA: Harvard University and McLean Hospital.


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