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resource research Public Programs

Scientizing and Cooking: Helping Middle-School Learners Develop Scientific Dispositions

We aim to understand how to help young people recognize the value of science in their lives and take initiative to see the world in scientific ways. Our approach has been to design life-relevant science-learning programs that engage middle-school learners in science through pursuit of personally meaningful goals. In this paper, we analyze the case studies of two focal learners in the Kitchen Science Investigators life-relevant, science-learning program. Our analysis highlights ways to design life-relevant science-learning programs to help learners connect science to their everyday lives in
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TEAM MEMBERS: Tamara Clegg Janet Kolodner
resource research Professional Development, Conferences, and Networks

Building Capacity for Research at the Intersection of the Learning Sciences and Informal Science Education: Perspectives on Design, Facilitation, and Learning in Out-of-School Time

Science Education has a long tradition of publishing theoretical and empirical articles that push the boundaries of learning research in science, technology, engineering, and mathematics (STEM). To that end, we edited a collection of articles that focus on themes relevant to the intersection of learning sciences research and science learning in everyday life approaches and contexts for Science Education.
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TEAM MEMBERS: Heather Toomey Zimmerman Sandra Toro Leslie Herrenkohl
resource research Public Programs

“A Deep Passion for Reading and Writing”: An Interview with Lena Townsend

The executive director of the Robert Bowne Foundation reflects on its decades of support for youth development programs.
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TEAM MEMBERS: Lena Townsend
resource research Public Programs

Using Action Research to Engage Youth in Improving OST Programming

The process of building a youth council illustrates the principles of action research and civic youth work in action.
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TEAM MEMBERS: Brian Hubbard
resource research Public Programs

Research-Based Practices in Afterschool Mentoring Programs

Most communities have afterschool programs that give school-aged students a safe place to go after the dismissal bell rings. The next step after simply providing a safe haven is to create a nurturing environment that develops young people’s talents and supports their needs. A formal mentoring program can help to achieve this goal.
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TEAM MEMBERS: Sara McDaniel Anna-Margaret Yarbrough Kevin Besnoy
resource research Public Programs

Learning Across Space Instead of Over Time: Redesigning a School-Based STEM Curriculum for OST

Design thinking, a studio design, and badges replace lectures, classrooms, and paper-and-pencil tests in an innovative STEM summer camp.
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TEAM MEMBERS: Phyllis Newbill Tiffany Drape Christine Schnittka Liesl Baum Michael Evans
resource research Public Programs

Creating Opportunities for Mutual Affiliation: Gang Prevention and Relational-Cultural Theory in Project YES

Adult-youth relationships built on mutual respect and empathy may be key to building better futures for low-income boys of color.
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TEAM MEMBERS: Stacy Randell Amy Smith Bernard Steinman
resource research Public Programs

Bringing in the Tech: Using Outside Expertise to Enhance Technology Learning in Youth Programs

Afterschool continues to be promoted as a complementary setting to school for strengthening science, technology, engineering, and math (STEM) education (for example, Krishnamurthi, Bevan, Rinehart, & Coulon, 2013). This is a reasonable idea: 10.2 million children and youth in the U.S. participate in structured afterschool programs (Afterschool Alliance, 2014), and the flexibility of afterschool settings allows for innovative approaches to STEM exploration and engagement.
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TEAM MEMBERS: Thomas Akiva Kaleen Tison Povis Ani Martinez
resource evaluation Public Programs

Maker Corps 2015 Evaluation Report

Since 2012, the Maker Education Initiative (Maker Ed) has worked with over 72 organizations to host their Maker Corps program. In 2015, 39 organizations participated with 72 Maker Corps Members. The goals of the program are: 1. Support and train partner organizations to establish and develop making programs. 2. Diversify and expand the network and community of maker educators. These goals speak to Maker Ed’s commitment to helping people and organizations grow their capacity to deliver maker programming in the ways that is most relevant to them. For individuals, that may mean gaining
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TEAM MEMBERS: Alice Anderson Joseph Schantz
resource evaluation Public Programs

Maker Corps 2015 Evaluation Report Executive Summary

Since 2012, the Maker Education Initiative (Maker Ed) has worked with over 72 organizations to host their Maker Corps program. In 2015, 39 organizations participated with 72 Maker Corps Members. The goals of the program are: 1. Support and train partner organizations to establish and develop making programs. 2. Diversify and expand the network and community of maker educators. To evaluate these experiences for Sites and Members, all were invited to complete a pre and a post survey. This report describes survey results from both Maker Corps Members and site staff, taken at the beginning
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TEAM MEMBERS: Alice Anderson Joseph Schantz
resource research Public Programs

Before the School Bell Rings: How a Before-School Physical Activity Program Improves Executive Functions

Across the country, school administrators and educators struggle to find time for children to engage in physical activity while still giving them enough time in academic instruction. The steep rise in childhood obesity in the U.S. (National Center for Health Statistics, 2011; Ogden, Carroll, Kit, & Flegal, 2014) suggests that the concern is urgent.
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TEAM MEMBERS: Georgia Hall Kristin Fay Poston Stephanie Harris
resource research Public Programs

A Youth Development Approach to Evaluation: Critical Participatory Action Research

Across the U.S., youth development approaches are being tested in out-of-school time programs as a strategy to combat the growing opportunity gap between privileged and underprivileged youth (Gardner, Roth, & Brooks-Gunn, 2009). Along with increased recognition of the value of youth development programming has come increased financial support (Padgette, 2003; Zeller-Berkman, 2010). This investment, in turn, brings increased pressure to continually prove to funders that youth development programs affect student outcomes (Zeller-Berkman, 2010). The increased emphasis on accountability has
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TEAM MEMBERS: Sarah Zeller-Berkman Carolina Munoz-Proto Maria Elena Torre