A.J. Freeman and Chenoa Hailey, two African-American high school students from Binghamton, New York, discuss their love of astronomy and engineering and their plans to use science as a ticket up. Chenoa and A.J. describe their dreams for the future, which they hope to attain through science
This report outlines the discussions and outcomes of the Advancing Research on Youth Motivation in STEM Convening held at Boston College (Chestnut Hill, MA) in September 2011. The convening was hosted by the ITEST Learning Resource Center (LRC) at Education Development Center, Inc. (EDC). The Convening focused on two overarching questions: (1) What is currently known about motivation around STEM for underrepresented youth? and (2) What can be done to cultivate new research on STEM motivation for underrepresented youth? It brought together youth participants and principal investigators (PIs)
The YouthLearn Initiative has outline some action steps to help you plan a successful and effective youth program. Whether you're offering an in-school or out-of-school program, good planning is very often the key to success. You may find that you have the time and resources to do some of these action steps while others may be beyond the scope of your current priorities or capacity. Just remember, it's never too late to embark on a particular phase of planning, even after a program has launched.
ITEST LRC Idea Brief Volume 1 , June 2005 This Idea Brief shares tips and tricks from four different ITEST projects around planning and implementing summer programs.
In this report, Inverness Research summarizes their findings based on evaluating the American Museum of Natural History (AMNH)'s high school program over 10 years. The report includes: A discussion of the theory of action and the rationale that underlies the AMNH youth programs A description of three of the programs that have been offered and the evolution in program design that has taken place over the years A description of the core common features of the programs
The Scientific Attitudes Inventory II (SAI II) assesses students' interest in science, their attitudes toward science, their views of scientists, and their desire to become scientists. The 40-item SAI II includes position statements of attitudes assessed and attitude statements that were originally included in the original SAI, with changes made only to improve readability and to eliminate gender-biased language. All items use a 5-point Likert scale. The linked article provides instrument documentation for the SAI II. Authors provide instrument validity and/or reliability information.
The Torrance Tests of Creative Thinking (TTCT) are the most widely used tests of their kind since testing only requires the examinee to reflect upon their life experiences. These tests invite examinees to draw and give a title to their drawings (pictures) or to write questions, reasons, consequences and different uses for objects (words). These instruments have been used for identification of the creatively gifted and as a part of gifted matrices in states and districts in the USA, especially in multicultural settings, and for special populations around the world. Published in two equivalent
The Motivated Strategies for Learning Questionnaire (MSLQ) was developed to measure the types of learning strategies and academic motivation used by college students. This is a 44-item instrument that uses a 7-point Likert scale. The MSLQ is both linked and attached, and its documentation is linked. Authors provide instrument validity and/or reliability information. Suggested citation: Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 (1), 33–40. https://doi.org/10.1037/0022
The Teacher Academic Support Scale measures a student's perceived support from teachers.The 4-item Teacher Academic Support Scale (Cronbach's et = .84) asks about perceived support for learning, such as 'My teachers like to help me learn.' This construct was measured by the Teacher Social Support and Academic Support subscales of the Classroom Life Measure (Johnson et al., 1985). Items for the teacher subscales correspond closely to the peer support items. The four-item Teacher Social Support subscale (Cronbach's ot = .81) assesses perceived social support and concern from teachers. A teacher
The Multidimensional Scale of Perceived Social Support (MSPSS) is a self-report measure of subjectively assessed social support. This 12-item instrument uses a 5-point Likert scale. It also has 3 subscales: significant other, family, and friends. The linked article includes the MSPSS itself as well as its documentation, including its development, validity tests, and reliability tests. Authors provide instrument validity and/or reliability information.