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

Curricular Materials

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. PREPARES includes culturally-relevant climate science instruction for Yup’ik and Native Hawaiian middle-school students and teachers. Students analyze and share climate data unique to their locations, model baseline climate scenarios, and develop management plans for adapting to forecasted impacts.

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Massachusetts K–12 Computer Science Curriculum Guide

Curricular Materials

This guide helps school districts choose the computer science (CS) curricula that best suit their communities’ needs. The guide was developed as part of an initiative for school districts to accelerate the creation of classroom opportunities for learning CS that are standards based, high quality, career relevant, and accessible to all students at all grade levels.

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SciGirls Profiles: Women in STEM

Curricular Materials

These women are the innovators, problem-solvers and dreamers who live right next door. They’re passionate about their work, hobbies, families and helping to make the world a better place. They share their strategies for overcoming challenges and finding success and joy in jobs where women are underrepresented, and inspire girls to pursue all kinds of interests and career paths. Watch the videos! SciGirls Profiles: Women in STEM After watching, complete this short survey to unlock video extras: tcptv.polldaddy.com/s/scigirls-profiles-women-in-stem

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Gender Equitable Teaching Strategies

Curricular Materials

This resource provides the toolkit to enhance pedagogical approaches for the promotion of gender equity. A number of topics on gender equity in teaching are discussed such as promoting student creativity, critical thinking, and building role models.

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

Publications

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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National Science Foundation - Instructional Materials Development Program

Instruments

This document presents the final report on the evaluation of the Instructional Materials Development (IMD) program of the National Science Foundation (NSF) and focuses on issues related to the development, dissemination, adoption, implementation, and impact of new instructional materials. The IMD program evaluates products at each step, from product development to classroom use. Instruments are included for evaluating elementary and secondary school science and mathematics materials for classroom use.

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

Publications

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. The premise of the project is that if one more fully understood how and why people, in particular early adolescent youth, develop STEM-related interests through the utilization of STEM resources, it should be

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

Publications

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. Authors examine how the work of this particular research-practice partnership is attempting to accommodate the six principles outlined in this issue: (1) to more accurately reflect learning as a lifelong process occurring across settings, situations and time frames; (2) to consider what STEM content is

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