This post is one in a series on the MMSA blog running this summer recognizing the decade-long project known as ACRES, Afterschool Coaching for Reflective Educators in STEM.
Over the past 10 years, the ACRES project has worked with educators to bring STEM learning to the next level in out-of-school time settings. During that time, we shared more than 20 papers based on our research on this groundbreaking work.
A few highlights underscore the scope of these contributions.
- Research published through ACRES inspired other researchers to think about (a) starting programs to prepare and credential out-of-school-time educators, and (b) using AI to support OST educators and to support their use of AI in OST spaces
- ACRES’ involvement in the Afterschool Alliance’s Afterschool STEM Hub Research Working Group made sure that policy discussions about recent research in the afterschool field included efforts to train and support educators
- As a member of the National Academies of Sciences, Engineering, and Medicine Collaborative for Advancing Science Teaching and Learning in K-12, ACRES staff made sure that out-of-school-time educators are kept part of the conversation on how to retain and sustain high-quality science educators nationally.
Truly a team effort, the ACRES project involved people from across the country and the field of out-of-school education contributing insights and learnings through published research. Among the core ACRES team, each staff person successfully authored publications through the project.
Below is a comprehensive list of ACRES research publications from the past decade:
- Cian, H. & Kastelein, K. (2025). How can educators exchange high-quality feedback with various forms of evidence of practice?: An analysis of afterschool educator professional growth through noticing. Journal of Science Teacher Education. https://www.tandfonline.com/doi/full/10.1080/1046560X.20
- Lakin, H. (2024, 26 November). Exploring STEM career pathways in afterschool. Afterschool Snack. https://www.afterschoolalliance.org/afterschoolsnack/Exploring-STEM-career-pathways-in-afterschool_11-26-2024.cfm
- Cian, H., Chung, P., & Kastelein, K. (2024). Development and application of the Scripted Animation Survey (SAS) for out-of-school time professional learning. Practice: Contemporary Issues in Professional Development. https://doi.org/10.1080/25783858.2024.2424218
- Cox, T., Stafford, E., Early, E., Caldwell, A., Chick, P., Harris, L., James, S., & Pickar, H. (2024).
Collaborative decision-making tool for equitably scaling informal STEM programs. National Girls Collaborative Project.
https://ngcproject.org/ScalingInformalSTEMPrograms - Kobilka, S. & Maille, A. (November 2024). Preparing Yourself for Play: The Importance of Purposeful Questions. Genius of Play Expert Article https://www.thegeniusofplay.org/genius/expert-advice/articles/preparing-yourself-for-play-the-importance-of-purposeful-questions.aspx
- Carey, E. (2024, May). The Engineering Identity of Afterschool Educators. Afterschool Matters.
- Tapley, B. (2024, 9 May). Taking afterschool math learning outside with Numeracy in Nature. Afterschool Snack. https://www.afterschoolalliance.org/afterschoolsnack/Taking-afterschool-math-learning-outside-with-Numeracy-in_05-09-2024.cfm
- Cian, H. & Kastelein, K. (2023, March). The “Learn-Practice-Share Cycle”: An effective model of informal educator professional development. Society for Information Technology & Teacher Education International Conference. New Orleans, LA. https://www.learntechlib.org/p/221899/
- Peterman, K., Robertson Evia, J., Allen, S., Byrd, S., Nickerson, B., & Kastelein, K. (2021). Sustainability, Spread, and Shift: Developing a Professional Learning Program for Out-of-School Educators with Scale-up in Mind. In Frontiers in Education (Vol. 6, p. 225). Frontiers. https://www.frontiersin.org/
- Cook, K., H. Lakin, S. Allen, S. Byrd, B. Nickerson, and K. Kastelein. 2021. Virtual coaching PLCs in and out of school. Connected Science Learning 3(1). Click for link
- Truzansky, T. (2021). Transforming teens: ACRES and workforce development in rural Vermont. Afterschool Today, 12(1), 43. Click for link
- Kastelein, K. (2020, December) Case study: Click for link
- Karen Peterman, Jane Robertson Evia, Sue Allen (2020, July). Lessons Learned about Virtual Coaching through the ACRES Project, Informal Science
- Chick, P.C., Allen, S., & Cook, K. (2020). Simple strategies for your blended meetings: When we are apart, we can still be together. Informal Science. Click for link
- Lakin H. (2020, October) Finding math learning opportunities outside of homework time. AfterSchool Today. 11(3):20-21. Click for link
- Martin, K., Jacobson, L., & Peterman, K. (2020). ACRES Virtualizing STEM: Formative evaluation report. Maine Mathematics and Science Alliance. Click for link
- Farrin, Lynn (2020, July). A Coach for Every Educator, AfterSchool Today, 11(2), (pp.20-21).
- Brasili, A., S.C. Byrd, and H. Lakin (2018). Virtual Coaching and Video Annotation: Skills- based STEM Curriculum for Rural Afterschool Educators, White Paper, Maine Mathematics and Science Alliance.
- Brasili, A. & Allen, S. (2019, February). Beyond the webinar: Dynamic STEM professional development for online learners. Afterschool Matters.
- Sneider, C. & Allen, S. (2019). Formative assessment of STEM activities in afterschool and summer programs. Connected Science Learning, 11(2). Click for link
- Allen, S., Brasili, A., Byrd, S. Chick, P.C., Ouellette, K., & Lobley, J. (2018, March). Adapting video-based reflections to afterschool settings. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA.
- Allen, S. and the ACRES Project Team (2018). Eleven tips for a better advisory board meeting. Informal Science. Click for link
- Brasili, A., Allen, S., & Foster, M. (2017). The ACRES project (Afterschool Coaching for Reflective Educators in STEM) Evaluation Report 1: Impacts on afterschool educators.
- Brasili, A., Allen, S., & Foster, M. (2017). The ACRES project (Afterschool Coaching for Reflective Educators in STEM) Evaluation Report 2: Reflections of the coaches.
- Lobley, J. & Ouellette, K.L., (2017) Using videoconferencing to create authentic online learning for volunteers. Journal of Extension 55 (5).
- Allen, S. & Ouellette, K. (2016). Building coaching relationships over the internet. AfterSchool Today, 7(3), (pp.12-13).
