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Current Issues in Out-of-School Time Book Series

The Current Issues in Out-of-School Time (OST) series, published by Information Age Publishing, promotes and disseminates original theoretical and empirical research, promising practices, and policy perspectives from practitioners to further grow and develop the OST field. The book series bridges research and practice by stimulating discussion about: research-informed practice and practice-informed research; emerging, innovative strategies in the field; groundbreaking research that is deepening our understanding of the what, why, and how of OST; and areas left unexplored or issues that demand our urgent attention in order to improve the equity, access, quality, and diverse outcomes for all children and youth.

Built for More: The Role of Out-of-School Time in Preparing Youth for the Future of Work
2024
Byron Sanders & Shannon Epner
The Role of Out-of-School Time in Preparing Youth for the Future of Work
2022
Thomas Akiva & Kimberly Robinson
Measure, Use, Improve! Data Use in Out-of-School Time
2021
Christina Russell & Corey Newhouse
At Our Best: Building Youth-Adult Partnerships in Out-of-School Time Settings
2020
Gretchen Brion-Meisels, Jessica Tseming Fei, & Deepa Sriya Vasudevan
Changemakers! Practitioners Advance Equity and Access in Out-of-School Time Programs
2019
Sara Hill & Femi Vance
Social and Emotional Learning in Out-Of-School Time
2018
Elizabeth Devaney & Deborah Moroney
The Growing Out-of-School Time Field: Past, Present, and Future
2017
Helen Janc Malone & Tara Donahue

Journals

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Member Publications

Contact the OST SIG Chair to share your most recent publication, and we will highlight it here:

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  • Amy Walker, Ph.D. (Assistant Professor, Kent State) and Casey M. Pennington, Ph.D. (Assistant Professor of Literacy, State University of New York at Cortland College) recently published: Walker, A., & Pennington, C. M. (2024). Bending stories, disrupting boundaries: spatial reclamation as literacy practices beyond the rows and rules. Literacy, 58(3), 335-346. https://doi.org/10.1111/lit.12376open_in_new  (Full access).

  • Abbie Cohen (Ph.D. Candidate, UCLA's School of Education & Information Studies) recently published: Cohen, A. (2024). Stuck between a Rock and a Hard Place: An Investigation into a Youth-Serving Community-Based Organization, Philanthropy, and Urban Public Schools. Children & Schools, 46(3), 183-193. https://doi.org/10.1093/cs/cdae012 

  • Carl Greer (Ph.D. Candidate, Wisconsin-Madison), Lyrah Grace Fosl, MPH (CORA Services), and Brandon D. Mitchell, Ph.D. (Norfolk State University) published:Greer, C., Fosl, L.G., & Mitchell, B.D. Reimagining Approaches to Out-of-School Time Spaces That Center Youth. Children & Schools 46(1), 7-16. https://doi.org/10.1093/cs/cdad026 

  • Bianca Baldridge, Ph.D. (Harvard University), Daniela DiGiacomo, Ph.D. (University of Kentucky), Ben Kirshner, Ph.D. (University of Colorado-Boulder), Sam Mejias (The New School), and Deepa Vasudevan. Ed.D. (American Institutes for Research) recently published: Baldridge, B. J., DiGiacomo, D. K., Kirshner, B., Mejias, S., & Vasudevan, D. S. (2024). Out-of-School Time Programs in the United States in an Era of Racial Reckoning: Insights on Equity From Practitioners, Scholars, Policy Influencers, and Young People. Educational Researcher, 53(4), 201-212. https://doi.org/10.3102/0013189X241228824

  • Russell, C. A., & Newhouse, C. (Eds.). (2021). Measure, use, improve!: Data use in out-of-school time. Charlotte, NC: Information Age Publishing.

  • Brion-Meisels, G., Fei, J., & Vasudevan, D. S. (2020). At our best: Building youth-adult partnerships in out-of-school time settings. Charlotte, NC: Information Age Publishing.

  • Baldridge, B. J. (2019). Reclaiming community: Race and the uncertain future of youth work. Stanford University Press.

  • Wiggins, T. (2018). Critical friendship: Helping youth as they climb together. Afterschool Matters, 27, 1-9.

  • Moroney, D. & Devaney, E. (2017). Ready to implement? How the out-of-school time workforce can support character development through social and emotional learning: A review of the literature and future directions. The Journal of Character Education, 13(1):67-89.

  • Akiva, T., Cortina, K., & Smith, C. (2014). Involving Youth in Program Decision-Making: How Common and What Might it Do for Youth? Journal of Youth and Adolescence, 43, 1844-1860.

  • Akiva, T., Cortina, K. S., Eccles, J. S., & Smith, C. (2013). Youth belonging and cognitive engagement in organized activities: A large-scale field study. Journal of Applied Developmental Psychology, 34, 208-218.

  • Deschenes, S. N., & Malone, H. J. (2011, June). Year-round learning: Connecting school, afterschool, and summer contexts to support learning. Cambridge, MA: Harvard Family Research Project. 

  • Fusco, D. (2013). Is youth work being courted by the appropriate suitor? Child & Youth Services, 34, 196-209. Fusco, D. (2012). Advancing Youth Work: Current Trends, Critical Questions. New York: Routledge.

  • Fusco, D. and Baizerman, M. (Eds.). (2013). Professionalization deconstructed: Implications for the field of youth work. Child & Youth Services, 34.

  • Fusco, D., Lawrence, A., Matloff-Nieves, S., & Ramos, E. (2013). The Accordion Effect: Is quality in afterschool getting the squeeze? Journal of Youth Development, 8, 4-14. Reprinted in Youth Today. 

  • Henig, J., Malone, H. J., & Reville, P. (2012). Addressing the disadvantages of poverty: Why ignore the most important challenge of the post-standards era? In J. Mehta, R. J. Schwartz, & F. M. Hess (Eds.), The futures of school reform (pp. 119-149). Cambridge, MA: Harvard Education Press.

  • Kruse, T.P. & Marcus, P. (2014). "More than a Job: Youth Social Entrepreneurship & Social Change," paper presented at the annual meeting of National Association of Multicultural Education, Tucson, AZ, November 7.

  • Mahacek, R. & Worker, S. (2011). Extending science education with engineering and technology: Junk drawer robotics curriculum. In A. Subramaniam, K. Heck, R. Carlos, & S. Junge (Eds.), Advances in youth development: Research and evaluation from the University of California Cooperative Extension 2001-2010 (pp. 46-57). Davis, CA: University of California Agriculture and Natural Resources. Available from http://www.ca4h.org/files/130752.pdf

  • Malone, H. J. (Ed.) (2013). Leading educational change: Global issues, challenges, and lessons on whole-system reform. New York: Teachers College Press, Columbia University. 

  • Malone, H. J. (2013). The search stage: When, where, and what information do urban public high   school students gather about college. Journal of School Counseling, 11(13). 

  • Malone, H. J. (Ed.). (2011, Fall). New Directions for Youth Development: Expanded learning time and opportunities, No. 131. San Francisco: Wiley/Jossey-Bass.  

  • Smith, M., Heck, K., & Worker, S. (2012). 4-H boosts youth scientific literacy with ANR water education curriculum. California Agriculture, 66(4), 158-163. Available from http://ucce.ucdavis.edu/files/repositoryfiles/ca6604p158-97208.pdf

  • Soendergaard, Bettina Dahl & Stald, Line (2013). Få meget ud af lidt: langtidseffekt af workshop til universitetsstuderende i naturvidenskabelig formidling i uformelle læringsmiljøer [Long term effect of workshop aimed at training university science students to disseminate knowledge in informal learning environments]. MONA (Mathematics and Science Education). Vol. 9, No. 1, pp. 22-37. ISSN: 1604-8628 (http://www.ind.ku.dk/mona/).

  • Tsikalas, K.E., Barnett, S, Martin, K.L. (2014). More than S'mores: Surprises and successes in Girl Scouts' outdoor experiences. New York, NY: GSUSA. Available online at http://www.girlscouts.org/research/pdf/GSRI_More_than_Smores-Outdoor_Experiences.pdf

  • Worker, S.M. (2014). Evaluating adolescent satisfaction of a 4-H leadership development conference. Journal of Extension, 52(2). Available at: http://www.joe.org/joe/2014april/rb4.php

American Educational Research Association (AERA) Out of School Time (OST) Special Interest Group (SIG)

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