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Dr. Gil Noam Named One of the "Top 25 Most Influential People in Afterschool" in the Spring 2014 AfterSchool Today

In the Spring 2014 AfterSchool Today's profile series they featured PEAR's Dr. Gil Noam. Gil shares with AfterSchool Today his accomplishments and his thoughts on opportunities, challenges, and more.

Click here to read AfterSchool Today's interview with Dr. Noam.



The Boston Red Sox Host First Socio-Emotional Themed Educators' Night

On September 23, 2014 The Red Sox Foundation honored educators who are leaders in the youth socio-emotional and mental health field in the New England area. Representatives from City Year, The Alliance of Massachusetts YMCAs, and Camp Harbor View of the Boys and Girls Club were invited on the field for a pre-game ceremony honoring their hard work and dedication.

PEAR was honored to work with the Boston Red Sox to plan the event and raise awareness about the importance of socio-emotional well-being in children. Below are a selection of photographs taken from this event. (Click on the arrows on the side of the photograph to browse through the collection.



Click here to view the full album and captions.

  • NASA using Dimensions of Success to evaluate their Summer of Innovation Camp
  • The National Aeronautics and Space Administration (NASA) is using PEAR's Dimensions of Success (DoS) tool to evaluate Science, Technology, Engineering and Math (STEM) teaching and learning at their Summer of Innovation camp for middle school students. The Summer of Innovation project invites middle school students from across the United States to discover and explore science through NASA-related activities and challenges in various STEM fields.

    NASA is using DoS to evaluate the quality and experience of students in the program, including STEM engagement. You can find more information on NASA's camp and how NASA is using PEAR's tools such as DoS and the ATIS website in an article written by NASA's Office of Education's Evaluation Manager, Patricia Moore Schaffer.


  • Patricia Bellinger to Join Harvard Kennedy School’s Center for Public Leadership as Executive Director
  • CAMBRIDGE MA – Patricia Bellinger, a proven leader in executive development, change management and diversity & inclusion, has been named the new Executive Director at Harvard Kennedy School’s Center for Public Leadership (CPL) as well as an adjunct lecturer at the School.

    Her appointment was announced today by John Haigh, Executive Dean of HKS.

    Bellinger has served for several years as Executive Director of Executive Education at Harvard Business School (HBS), where she managed a $145 million portfolio of programs, consisting of more than 130 open enrollment and custom programs. Executive education at HBS is conducted not only on its Harvard campus but also at various locations around the world, including China, Europe, India and Latin America. Heading up a team of 140 people, Bellinger also oversaw substantive campus capital improvements, including four major building projects and the implementation of the School’s first global corporate relations strategy for Executive Education.

    “It was a difficult decision for me to leave Harvard Business School, but I was inspired by the tremendous opportunities at CPL,” said Bellinger. “This is a critical moment for the Center, as it enters an exciting new phase in its history, and I’m thrilled to be a part of it.”

    Bellinger will serve as a co-partner at the Center with faculty directors David Gergen, Public Service Professor of Public Leadership, HKS; and Max Bazerman, Jesse Isidor Straus Professor of Business Administration, HBS.

    The Center for Public Leadership is in the midst of a major re-launch at the Kennedy School. Bazerman joined this spring as co-director and is building a major, university-wide research program in behavioral research. In May, the Center held its first gathering with a new Leadership Council whose members have signaled an interest in funding new fellowship programs for students. On July 1, the Hauser Center for Non-Profit Organizations merged into the Center, becoming the Hauser Institute for Civil Society. By joining forces, the two organizations will create a potentially powerful platform for training a steady flow of talented, well-prepared students for leadership in social change as well as greater research in the area.

    “We are elated that Patti Bellinger has agreed to become our co-partner at such a significant time in the life of the Center,” said Gergen. “Her leadership capacities – built up over the years in both the corporate and civic sectors – as well as her understanding of what it takes to develop others makes her an ideal choice. We are darn lucky that she is coming aboard.”

    Gergen added: “On behalf of our CPL team, I also want to thank Donna Kalikow for her six years of devoted service as Executive Director. She helped to bring us to this moment and we owe her a great measure of gratitude for her contributions.”

    “Patti Bellinger,” said Bazerman, “is an inspiring leader who brings passion for leadership, creating a diverse workforce, change management, and the many other activities that are so central to our work at the Center for Public Leadership. I look forward to working with Patti on the many fascinating opportunities that lie ahead at CPL.”

    Prior to joining HBS, Bellinger worked in a variety of positions in multiple disciplines, including the arts, the energy sector, global corporations and start-up enterprises. She has extensive experience in leadership development, global diversity, change management and organizational behavior. While based in London between 2000 and 2007, Bellinger served as Group Vice President at British Petroleum (BP). There she oversaw leadership development programs while also establishing and leading BP’s global diversity and inclusion transformation. Under her leadership, the percentage of women executives at BP nearly doubled and the employee inclusion index increased substantially.

    A graduate of Harvard College and a resident in Boston with her husband, Dick Balzer, and four children, Bellinger devotes considerable time to the non-profit sector, focusing her efforts on youth development and equitable access to education. Until recently she served as Vice-Chair of the Board of the YMCA of Greater Boston, and she is a member of the Board of Directors of Facing History and Ourselves, the Advisory Board of the Program in Education, Afterschool and Resiliency (PEAR) at McLean Hospital and the Board of Trustees of uAspire.


  • PEAR has published a paper inspired by the Summit on Assessment of Informal and Afterschool Science Learning organized by the National Research Council and by PEAR. The Paper is titled Game-Changes and the Assessment Predicament in Afterschool Science, and is publicly available.

    This paper explores what we call an "assessment predicament" by positing and exploring four educational game-changers that we believe make the afterschool science field a hotbed of innovation. These game-changers also inform and guide how the afterschool field thinks about and creates evidence that captures the rich, diverse, and unique opportunities and contexts of out-of-school learning.


  • The Eighth PEAR Leadership Conference will be helped on March 11th, 2013 at the Institute for Contemporary Art in Boston. This Conference is presented by PEAR in partnership with Boston Afterschool and Beyond and the Institute for Contemporary Art. Find more information on the Conference here.

  • SEDL and PEAR Launch Comprehensive "Consumer Guides" to Afterschool Literacy and Math Resources [July 2007]

The Consumers Guide to Afterschool Math and Literacy Resources is an initiative of the Program in Education, Afterschool and Resiliency at Harvard University and the National Partnership for Quality Afterschool Learning at SEDL, a program funded by the U.S. Department of Education. The guide is designed to help programs locate and make informed choices about high-quality math and literacy resources that match their individual needs.

Research shows that effective afterschool programs are "intentional learning environments" (McLaughlin, 2000). Intentional learning means having clear learning goals and activities specifically designed to meet those goals. The key to intentional learning is creating a precise match between curricula and learning goals, while taking into account program resources and restrictions.

The Consumers Guide to Afterschool Math and Literacy Resources was created to aid programs in choosing high-quality literacy curricula that would support the creation of intentional learning environments in afterschool programs. The guide includes in-depth reviews from literacy experts as well as from practitioners who have experience using the specific curriculum.

The selection of the curricula was very inclusive, based on self-nominations, nominations from the field, in-depth searches, and contacts with experts and publishers. The guide includes curricula that range from highly structured, scripted curricula, to general guides with ideas and activities. They vary in cost, level of expertise and/or training required, intended audience, research base, as well as many other variables. We hope you find this resource useful.

Both Math and Literacy guides can be found on SEDL's website at the following links:

McLaughlin, M. (2000). Community Counts: How Youth Organizations Matter for Youth Development. Washington, DC: Public Education Fund Network.


  • Mayor and Superintendent Collaborate to Help Youth Bring Civics Back to Boston Public High Schools

Mayor Thomas M. Menino, Boston Public Schools (BPS) Superintendent Carol Johnson and the Boston School Committee have announced their support of the Campaign for Civics, an effort led by the youth of the Hyde Square Task Force, with support from many organizations, to ensure all Boston public high school students gain an understanding of how our government works and how they can participate actively in bettering our society.

In the coming months, Superintendent Johnson will identify a curriculum writer to design a civics curriculum with youth input. The Youth Community Organizers (YCOs) of the Hyde Square Task Force will then hold focus groups to allow youth and adults to weigh in on content and how the material should be taught. The resulting curriculum will form the basis of a civics class to be piloted in the fall of 2008.

Mayor Menino voiced high praise of the youth leaders, saying "I am so impressed by the young people who have undertaken this initiative; their dedication, drive, and focus speaks volumes for the importance of student engagement and the value of enhancing the opportunities for civic education both in and out of school."

- As reported by the Hyde Square Task Force


  • RALLY Program Presented On At Padova Conference in Italy

Davide Antognazza will present a poster on the RALLY program at the Padova Conference on Prevention. To view the brochure in Italian, click here. To learn more about RALLY, click here.


  • PEAR Joins an Exciting New Team to Designed to Increase Student Interest in STEM Education and Careers through Out-of-School-Time Programming

PEAR is a proud member of a new team, including the Exploratorium, King's College London, SRI International, and UC Santa Cruz, to determine and document the ways after school and summer programs support and expand at-risk and all student participation in science education. Click here to learn more about this exciting project.


  • PEAR Receives New 3 Year, Million Dollar Grant from the National Science Foundation

In January 2006, the National Science Foundation awarded a three-year grant to PEAR and collaborators at Exploratorium Center for Learning and Teaching, Clark and Associates, and Lawrence Hall of Science at University of California-Berkeley, to investigate science learning in afterschool programs. The goal is to "chart the landscape" of what is being offered, what is possible to achieve, and what type of infrastructure is required to support afterschool science on a larger scale. The study will involve online surveys of at least 300 programs, in-depth phone interviews of 50 representative programs, and in-depth case studies of eight sites. We will generate several reports, tools, and policy recommendations for the field. Click here to learn more about this exciting project.


21-Mar-2016 Program in Education, Afterschool & Resiliency
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