Youth Motivation and Interests in STEM

Preparing Responsive Educators using Place-based Authentic Research in Earth Systems (PREPARES)

Preparing Responsive Educators using Place-based Authentic Research in Earth Systems (PREPARES) seeks to expand, implement, and conduct research on a framework for providing indigenous students with the skills and knowledge needed for science, technology, engineering, and math (STEM) careers.

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Philly Scientists - Biodiversity Project

The Philly Scientists project is dedicated to developing innovative science curriculum for in-school and out-of-school programs for middle school students in the West Philadelphia Promise Zone. The website contains insight on curriculum development and an example lesson.

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SciGirls Profiles: Women in STEM

Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing

Drawing from our two‐year ethnography, we juxtapose the experiences of two cohorts in one culturally responsive computing program, examining how the program fostered girls’ emerging identities as technosocial change agents. In presenting this in‐depth and up‐close exploration, we simultaneously identify conditions that both facilitated and limited the program's potential. Ultimately, we illustrate how these findings can enhance anthropological research and practice in youth identity, culturally responsive pedagogies, and computing education.

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Connected Science Learning: Call for Contributions for the 10th Issue

Theme for Tenth Issue (to be published in spring 2019): Serving Youth with Special Needs

Contributions are due October 15, 2018

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Connected Science Learning: Call for Contributions for the 9th Issue

Theme for Ninth Issue (to be published in winter 2019): Encouraging Youth to Pursue STEM Careers

Contributions are due August 15, 2018

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The Synergies Project: Preliminary Results and Insights from Two Years of Longitudinal Survey Research

Our study seeks to improve understanding of how STEM interest develops during adolescence, and how a variety of community resources and out-of-school activities support that development. Our 4-year, Synergies project is a longitudinal study that documents STEM interest and participation trajectories of a cohort of middle school-aged youth as they progress from 5th through 8th grade.

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The Synergies Research–Practice Partnership Project: A 2020 Vision Case Study

This paper, describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school.

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Synergies STEM Interest Questionnaire

The dramatic decline in youth interest in science, technology, engineering and mathematics (STEM) during adolescence, both in the USA and internationally, has been a phenomenon of societal concern for several decades. The Synergies project was launched to help deal with this issue. In this paper, we report findings from the first two years of our longitudinal survey research.

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Sources of Middle School Science/Mathematics Self-efficacy Scale

MATHEMATICS SCALE: The purpose of this study was to develop and validate items with which to assess A. Bandura’s (1997) theorized sources of self-efficacy among middle school mathematics students. Results from Phase 1 (N = 1111) were used to develop and refine items for subsequent use. In Phase 2 of the study (N = 824), a 39-item, four-factor exploratory model fit best. Items were revised to strengthen psychometric properties. In Phase 3 (N = 803), a 24-item, four-factor confirmatory factor model fit best. This final model was invariant across gender and ethnicity.

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