Resources

If Indigenous Peoples Stand with the Sciences, Will Scientists Stand with Us?

Publication

Indigenous sciences are foundationally based in relationships, reciprocity, and responsibilities. These sciences constitute systems of knowledge developed through distinct perspectives on and practices of knowledge creation and decision-making that not only have the right to be pursued on their own terms but may also be vital in solving critical twenty-first-century challenges. “Science” is often treated as if it were a single entity, free of cultural influences and value-neutral in principle. Western science is often seen as instantiating and equivalent to this idealized, yet problematic

Framework for P-12 Engineering Learning: A Defined and Cohesive Educational Foundation for P-12 Engineering

Publication

Engineering touches every aspect of human life, from providing access to clean drinking water to 5G telecommunications and vaccine development. Yet few young people ever encounter the subject in school or graduate with the foundational skills and knowledge to pursue engineering studies and careers. Now more than ever, we must inspire and prepare our students to grow into the informed designers and innovators the world needs to solve the tough challenges facing us today and in the future. In short, engineering learning is essential for every child in every school, town, city, and county in the

A Lesson in Geospatial Inquiry

Publication

Geospatial Inquiry is an educational framework that offers students an opportunity to engage with, and become curious about, geospatial data for a defined purpose. The authors define Geospatial Inquiry as: "Asking and answering a question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth." (Rubino-Hare et al. 2017). Since Geospatial Inquiry is designed to evoke curiosity and engagement, students have multiple opportunities to seek information and explore ideas on how they see the world they live in. Geospatial Inquiry uses

Scaling professional development: Integrity of implementation as a measurement approach.

Publication

Professional learning about an innovative teaching method is a demonstrated way to improve teacher practices, and ultimately impact student learning. One way to scale up professional learning is a facilitator development model, in which professional learning and development (PLD) designers prepare facilitators to understand the innovation and they in turn, teach teachers. To understand the effectiveness of this model, identifying how facilitators implement the model with teachers is critical. As such, the Power of Data (POD) team scaled-up effective PLD by providing Facilitation Academies to

Teacher enactment of the Geospatial Inquiry cycle in classrooms Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development following scaled up professional learning and development

Publication

The current study examined the effects of a nationally scaled up Professional Learning and Development (PLD) model on teachers’ classroom implementation of the Geospatial Inquiry instructional framework. Geospatial Inquiry is defined as: asking and answering a research question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth. These data are often represented visually via maps and explored with geospatial technologies. It also examined the relationships between Geospatial Inquiry Teacher Workshop (GITW) implementation and teacher

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

Publication

Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some

Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance

Publication

This article presents a social cognitive framework for understanding three intricately linked aspects of career development: (a) the formation and elaboration of career-relevant interests, (b) selection of academic and career choice options, and (c) performance and persistence in educational and occupational pursuits. The framework, derived primarily from Bandura′s (1986) general social cognitive theory, emphasizes the means by which individuals exercise personal agency in the career development process, as well as extra-personal factors that enhance or constrain agency. In particular, we

Social Cognitive Career Theory at 25: Empirical Status of the Interest, Choice, and Performance Models

Publication

Social cognitive career theory (SCCT) consists of five interrelated models. Its original models focus on the determinants of educational and occupational interest, choice, and performance (including persistence) (Lent, Brown, & Hackett, 1994). A fourth model is aimed at satisfaction and other aspects of well-being in academic and career-related settings (Lent & Brown, 2006a, 2008), and the fifth model highlights processes whereby people manage common developmental tasks and uncommon challenges across the career lifespan (Lent & Brown, 2013). Each of the models seeks to integrate relevant

Nature, Importance, and Assessment of Interests

Publication

Research has provided substantial information about the properties of interests, but has not provided an answer to the basic question: What are interests? Identifying the essence and origin of interests and developing precise definitions of interests have been elusive tasks. Extant theories of career development and vocational interests, that describe the function of interests, hint at but do not directly address the more fundamental question of what interests are.

Career Development and Counseling: A Social Cognitive Framework

Publication

People’s work possibilities and developmental trajectories are affected by many variables, including their personal attributes (e.g., interests, abilities, values), learning and socialization experiences, and the resources, opportunities, and barriers afforded by their environments. Occupational paths are forged not by any one of these forces, but rather by the complex interactions among them.

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