About our research
The ACRES project team is committed to assessing the program’s impacts as well as gathering feedback to continuously improve it. Below is a list of selected publications aimed at a range of audiences, including researchers and educators.
Note: The team’s work in developing instruments and assessment systems for afterschool settings has been recognized by the National AfterSchool Association, through its being honored as one of the Most Influential in Research and Evaluation in 2018.
- 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.
- 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.
- 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).