For the SciGirls Strategies supplemental activity, ten educators wer
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For the SciGirls Strategies supplemental activity, ten educators were trained to be
SciGirls Strategies Final Research Report on the use of gender equitable teaching strategies by high school CTE and STEM educators.
SciGirls Strategies year three evaluation and case studies reports on each participating educator.
SciGirls Strategies is a National Science Foundation–funded project led by Twin Cities PBS (TPT) in partnership with St.
Curricular Materials
Instruments
Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K–12) science education. Since the early 1960s, major efforts have been undertaken to enhance K–12 students and science teachers’ NOS views.
The STEM Career Interest Survey (STEM-CIS) measures interest in STEM classes and careers, particularly in middle school students. Leveraging social cognitive career theory, the STEM-CIS contains four subscales: science, technology, engineering, and mathematics.
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STELAR congratulates ITEST PI Rita Karl and project staff members Bradley McLain and Alicia Santiago of
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SciGirls Strategies: Gender Equitable Teaching Practices in Career and Technical Education Pathways for High School Girls is a three-year professional development initiative designed to help STEM and CTE educators recruit and retain more high school girls from diverse backgrounds in STEM