This article outlines the construction and validation of the Goal Orientation and Learning Strategies Survey (GOALS-S). This 84-item survey was designed to measure students’ motivational goal orientations and their cognitive and metacognitive strategies. Results of first-order confirmatory factor analyses (CFAs) supported the factorial validity of the GOALS-S scales measuring students’ goals and strategies (with goodness-of-fit indices in post-hoc models ranging from .908 to .981).
Twenty rural teachers from coastal Maine, in partnership with local community members and faculty and staff from the RISE Center at UMaine, are involving over 2000 middle and high school students in technology-infused coastal research and monitoring.
Among other uses, the description will be displayed on the STELAR website in association with your project. Be sure to include project location(s), numbers of teachers, numbers of students, and numbers of others (parents, school policy leaders) as a
The iSTEM-WORK is designed to provide Black male students with STEM learning experiences that will increase the students’ exposure to innovation and creativity in the students’ exposure to innovation and creativity in the STEM disciplines.
Researchers and producers will develop and research a spatially focused mathematics curriculum that will engage 39 teachers, 50 families, and approximately 585-780 preschool children (Massachusetts, New York, DC).
For the SciGirls Strategies supplemental activity, ten educators were trained to be SciGirls Strategies trainers during June 2019 (see the Training Evaluation Report). During that time, they developedaction plans for their local teacher training. The goal was for each Trainer to train ten or moreteachers in their local schools/districts.
More than 300 rural youth, grades 6-8, are engaged in the research, design and building of simulated advanced manufacturing systems in a STEM elective course with mentoring from 20-30 undergraduate engineering students and STEM industry professionals.
More than 700 elementary-aged children in urban emergent communities will explore how Digital Mathematics Storytelling can document, share, and showcase the rich mathematical fraction knowledge that exists within their own communities and families.