Student Engagement and its Relationship with Early High School Dropout

Instruments

Although the concept of school engagement figures prominently in most school dropout theories, there has been little empirical research conducted on its nature and course and, more importantly, the association with dropout. Information on the natural development of school engagement would greatly benefit those interested in preventing student alienation during adolescence. Using a longitudinal sample of 11,827 French-Canadian high school students, we tested behavioral, affective, cognitive indices of engagement both separately and as a global construct. We then assessed their contribution as

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Measuring Experiences of Interest-related Pursuits in Connected Learning

Instruments

This paper describes an effort to develop a survey instrument capable of measuring important aspects of adolescents’ experiences of interest-related pursuits that are supported by technology. The measure focuses on youths’ experiences of connected learning (Ito et al. in Connected learning: an agenda for research and design. Digital Media and Learning Research Hub, Irvine, 2013), an emerging model of learning across settings supported by digital media. Specifically, the instrument aims to measure the depth with which youth are able to engage in an interest-related pursuit, the level of support

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An Instrument to Measure Students’ Motivation and Self‐Regulation in Science Learning

Instruments

Students’ motivational beliefs and self‐regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self‐regulation of students in lower secondary science classrooms. The development of

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The Emerging Role of Science Teachers in Fostering Stem Career Awareness

Publications

Understanding how high school students become aware of STEM career options, how educators can help students translate awareness into pursuit of STEM careers, and how to provide students with the support and skills they need to succeed, are crucial elements in ensuring the future of our STEM workforce. One important factor is the role that high school science teachers can play in fostering STEM career interest and awareness. As part of our study, we conducted interviews and focus groups with over 70 high school science teachers and other science and career education experts. Teachers’

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Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers

Publications

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing , uses bioinformatics to teach basic

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STEM Media That Matters: Summative Evaluation of Youth Radio’s Innovation Lab

Publications

To explore the role and impact of Youth Radio’s NEXT: The Innovation Lab, Rockman et al, an independent research and evaluation organization, conducted an external evaluation of the project. With funding from the National Science Foundation’s Advancing Informal STEM Learning (AISL) program, the Innovation Lab sought to develop and research a scalable, evidence-informed theory of action to engage underrepresented youth in Science, Technology, Engineering, and Mathematics (STEM) learning through the collaborative creation and dissemination of original journalistic media, technology, and

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3-D Fossils for K–12 Education: A Case Example Using the Giant Extinct Shark Carcharocles Megalodon

Publications

Fossils and the science of paleontology provide a charismatic gateway to integrate STEM teaching and learning. With the new Next Generation Science Standards (NGSS), as well as the exponentially increasing use of three-dimensional (3-D) printing and scanning technology, it is a particularly opportune time to integrate a wider variety of fossils and paleontology into K–12 curricula. We describe a curricular prototype that integrates all four components of STEM (Science, Technology, Engineering, Math) into authentic research using dentitions of the Neogene giant shark Megalodon (Carcharocles

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STELAR Webinar: Digital Badging in ITEST Projects

Video

On Tuesday, March 28, STELAR explored the use of digital badges in two ITEST projects. Like traditional merit badges, digital badges are earned by learning new skills, but unlike their embroidered counterparts, each digital badge contains an electronic record of the specific competencies that have

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SciGirls Strategies Using Gender-Equitable Teaching Strategies and STEM Video Narratives to Engage Girls in Nontraditional STEM Fields

Publications

SciGirls Strategies is a National Science Foundation–funded project led by Twin Cities PBS (TPT) in partnership with St. Catherine University, the National Girls Collaborative, and XSci (The Experiential Science Education Research Collaborative) at the University of Colorado Boulder’s Center for STEM Learning. This three-year initiative aims to increase the number of high school girls recruited to and retained in fields where females are traditionally underrepresented: technical science, engineering, technology, and math (STEM) pathways. We seek to accomplish this goal by providing career and

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