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Team-building exercise from PEAR Impact Kickoff in October
After two years of preparation, planning and curriculum development, PEAR launched a significant initiative in October. PEAR Impact is an innovative consultation, training and certification program. School and afterschool leadership staff are participating in this two-year train-the-trainer course that simultaneously helps reorganize the system of student support in each setting.
The program integrates up-to-date research findings and theoretical frameworks from the fields of psychology, youth development and education to strengthen internal capacity and develop adult potential to more effectively address a broad range of socio-emotional needs among young people.
This first training cohort represents a collaboration between PEAR, the Boston Public Schools' Department of Extended Learning Time, Afterschool, and Services (DELTAS) and the United Way of MA Bay and Merrimack Valley,
For more information about this new initiative from PEAR, please contact pearimpact@mclean.harvard.edu.
- 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.
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