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It describes challenges to professionalization, including uneven professional development and deficit views of OST staff, and argues for practitioners as active knowledge makers. It then outlines fellowship leadership backgrounds, the program’s origins under the Robert Bowne Foundation and NIOST, and core goals: supporting practitioner research communities and disseminating improvement strategies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/afterschool-matters-practitioner-fellowships-putting-our-questions-center-at/590490/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/afterschool-matters-practitioner-fellowships-putting-our-questions-center-at/590490.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the OST field need practitioner inquiry at this stage?","Question",{"text":112,"@type":113},"The text argues that the field must be shaped by multiple actors and that professionals should act as knowledge makers through inquiry, not just consumers of others’ knowledge.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What organizations model and support the Afterschool Matters Practitioner Fellowship?",{"text":117,"@type":113},"The fellowship is modeled on a program from the Robert Bowne Foundation and operates under the National Institute on Out-of-School Time (NIOST) at Wellesley College, with expansion involving the National Writing Project (NWP).",{"name":119,"@type":110,"acceptedAnswer":120},"What are the fellowship’s main goals for participants?",{"text":121,"@type":113},"Participants study effective practices and the structures behind them, build sustainable practitioner-research networks, and disseminate improvement strategies through briefs, events, curricula, and professional articles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590490,1792896478,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","putting our huestionscenterat  \nAfterschool Matters Practitioner Fellowships  \nby Sara L. Hill, Susan Matloff-Nieves, and Lena O. Townsend  \n“My experience in the Research Fellowship made me feel like a knowledge maker.” —RBF Fellow  \nOnce a motley mix of afterschool, before-school, summer, and weekend programs, the out-of-school-time (OST) field is fast consolidating. As in other emerging fields, efforts to professionalize are gaining momentum; the field now boasts several professional certificates as well as degree programs 1. Strong emphasis has been placed on in-service professional development2 , and a wide range of models for both content  \nand service delivery have emerged. Yet these models have not necessarily capitalized on the best of teacher inquiry methods, nor have they reaped the benefit of studies of teacher development and teacher education. In addition, OST staff, who come from a range of backgrounds and have varying expertise, are often viewed from a deficit perspective, being seen as unprofessional and unknowledgeable even when they have advanced degrees in their fields.  \nParticularly at this critical moment in its development, the OST field must be shaped by a range of actors—not only university researchers, government  \nSARA HILL, Ed. D., is the coordinator for the Afterschool Matters Practitioner Fellowship at the National Institute on Out-of-School Time at Wellesley College, where she also manages the Edmund A. Stanley, Jr., Grant for OST research. She has conducted research in community-based youth programs in both the United States and Belarus. Besides having published articles on literacy, afterschool, and community-based education, she edited Afterschool Matters: Creative Programs that Connect Youth Development and Academic Achievement (2007, Corwin Press) .  \nSUSAN MATLOFF-NIEVES is assistant executive director for Youth Services at Queens Community House, a settlement house in New York City. She has three decades of supervisory experience  \nin community and youth settings. She holds a master’s degree in social work from the Hunter College School of Social Work.  \nLENA TOWNSEND is executive director of the Robert Bowne Foundation, which assists OST programs with youth literacy and program development, capacity building, and advocacy. Prior to joining the foundation, Lena was director of Community Initiatives at the Institute for Literacy Studies, Lehman College, where she developed curricula and taught courses on topics including reading and writing process and practice, integrated curricula, and evaluation. She has served as an editorial board advisor for the International Reading Association’s Journal of Adolescent and Adult Literacy.  \nofficials, policymakers, and funders, but also practitioners who work directly with children and youth. We should acknowledge the expertise of OST practitioners, recognizing that they are not merely passive receivers of  \n• Create opportunities for in-service training and project development that can then be brought back to OST programs.  \nresearch and policy but also actors who engage in mak- The Robert Bowne Foundation’s practitioner fellow  \ning sense of their experiences. In order to advance in their ship program became the Afterschool Matters Practifield, professionals must assume the stance of knowledge tioner Fellowship under the aegis of the National makers , rather than just consumers of knowledge gener- Institute on Out-of-School Time (NIOST) at Wellesley  \nated by others. Practitioner research College. Working in partnership  \nor inquiry—an approach with a long with the National Writing Project  \nhistory in in-school professional In order to advance in (NWP), NIOST has expanded the development that is less well known their field, professionals fellowship to Berkeley, California, in the OST world—is one way to must assume the stance and Philadelphia, Pennsylvania, givproegtrheamsinsidtheersopwho workportunity itn OSTo help of knowledge makers, wtwithoapl","cbCaildRcVTUMY6L","https://ap.wps.com/l/cbCaildRcVTUMY6L","pdf",162166,"English","# Afterschool Matters Practitioner Fellowships\n## Practitioner Inquiry and Field Professionalization\n## Fellowship Background and Leadership\n## Democratizing Research\n## Fellowship Goals and Dissemination","[{\"question\":\"Why does the OST field need practitioner inquiry at this stage?\",\"answer\":\"The text argues that the field must be shaped by multiple actors and that professionals should act as knowledge makers through inquiry, not just consumers of others’ knowledge.\"},{\"question\":\"What organizations model and support the Afterschool Matters Practitioner Fellowship?\",\"answer\":\"The fellowship is modeled on a program from the Robert Bowne Foundation and operates under the National Institute on Out-of-School Time (NIOST) at Wellesley College, with expansion involving the National Writing Project (NWP).\"},{\"question\":\"What are the fellowship’s main goals for participants?\",\"answer\":\"Participants study effective practices and the structures behind them, build sustainable practitioner-research networks, and disseminate improvement strategies through briefs, events, curricula, and professional articles.\"}]","Afterschool Matters Practitioner Fellowships - Putting Our Questions Center at | PDF",1792069740,13]