In this study our goal is to conduct a "connective ethnography" that focuses on how gaming expertise spreads across a network of youth at an after-school club that simultaneously participates in a multi-player virtual environment (MUVE). We draw on multiple sources of information: observations, interviews, video recordings, online tracking and chat data, and hundreds of hours of play in the virtual environment of Whyville ourselves. By focusing on one particular type of insider knowledge, called teleporting, we traced youth learning in a variety of online and offlien social contexts, both from
As program evaluations become increasingly popular (and necessary), afterschool program evaluators seek appropriate evaluation methods. Focus groups with participants and staff offer a great deal of promise, but they also offer specific challenges that must be addressed in order to use this method successfully.
DATE:
TEAM MEMBERS:
Nicole Schaefer-McDanielKimberly LibmanSarah Zeller-BerkmanKira Krenichyn
This research study involves collaboration between researchers at the University of Maryland, College Park and Bowie State University, an HBCU, to examine a multi-component pre-service model for preparing minority students to teach upper elementary and middle level science. The treatment consists of (1) focused recruitment efforts by the collaborating universities; (2) a pre-service science content course emphasizing inquiry and the mathematics of data management; (3) an internship in an after school program serving minority students; (4) field placements in Prince Georges County minority-serving professional development schools; and (5) mentoring support during the induction year. The research agenda will examine each aspect of the intervention using quantitative and qualitative methods and a small number of case studies.
DATE:
-
TEAM MEMBERS:
James McginnisSpencer BensonScott Dantley
Goodman Research Group, Inc. conducted a comprehensive multi-method external evaluation of the first season of the Design Squad TV series and outreach initiative. The broad evaluation goals were to: assess the extent to which children's knowledge, interest, and awareness of engineering increased as a result of watching the Design Squad series, document the implementation of community events resulting form the November 2006 Engineering Summit, and assess the effectiveness of the Afterschool Educators Guide with leaders and students.
DATE:
TEAM MEMBERS:
Peggy VaughanEmilee PressmanIrene GoodmanWGBH
The McLean Hospital, working with the Exploratorium and Reginald Clark and Associates, proposes an intensive study of "typical" afterschool programs (those lacking specialized training, funding or partnerships). This study will build basic knowledge and data about how effective informal science activities can be developed for and presented by these after-school programs. It will consist of a sample size of at least 300 informal science after-school programs and include a variety of data collection methods such as surveys, phone interviews, and in-depth case studies. The project relies upon 50 leaders of youth organizations (CSAS - Coalition for Science After School) building upon the work of two NSF-funded conferences in 2003 and 2004. Afterschool leaders will be able to use this knowledge to increase and improve informal science in localized after-school settings as well as to set up demonstration projects. The study takes a holistic approach, connecting (a) features of strong informal science to (b) student outcomes/benefits to (c) core program components (curriculum, staffing, and support structures). The research will serve as a baseline for future studies in informal learning, as well as for policy recommendations. Strategic impact will be realized as this comprehensive study contributes important knowledge, documentation and tools for the rapidly developing after-school field, while expanding opportunities for informal learning in after-school programs. Additionally, this work will address sensitive measures that take into account the particular contexts of the after-school environment, youth development (particularly underserved youth) and powerful informal science learning. The results will be widely disseminated to after-school youth development and informal science education leaders, policymakers and funders through a program assessment tool, a Research-to-Practice Symposium and a policy recommendation paper.
Mixing in Math is a multi-dimensional, three-year project that seeks to build the capacity of after-school programs to provide meaningful and engaging math activities for youth. Program collaborators including project leaders from TERC and after-school program leaders will reach approximately 40,000 children through at least 350 sites and approximately 9,000 staff and volunteers. Drawing on the unique features of the after-school environment, the project design includes the following elements: development of materials appropriate to the setting; staff development and support; institutionalization and dissemination of materials throughout an established network and evaluation research to further knowledge about informal math and after-school programming. Project goals are to: provide free math materials to all participating after-school staff; produce a significant increase in informal math training for the after-school workforce; strengthen the role of informal math in after-school settings; and conduct and disseminate research on the project in terms of its impact on after-school programming, informal math education and the math "achievement gap." "Mixing in Math" national partners will facilitate further reach of the project. The National Institute of Out of School Time (NIOST) in addition to posting materials on their website, will incorporate project activities into their staff development programs. Ceridian, a work-life benefits provider, will distribute project materials to workplace school-ages childcare programs.
In this project, the Education Development Center and Campbell-Kibbler Research Associates Inc., are researching the impact of a set of after-school biology materials on under-represented middle school youth at the Boston Nature Center and two University of New Hampshire 4H Clubs. In response to a general need in the field to examine the relationship between learning in informal science programs and learning in school, this project studies the potential of informal contexts to enhance student engagement in the phases of inquiry, giving special attention to the role of visual representations in the early stages of inquiry. The research identifies how visual representations are directly involved in the ability of young people to discern patterns and externalize their own thinking and how these two abilities impact their science confidence and basic knowledge of the biology content in the units. To identify the potential impact of this strategy on in school learning, the in school learning of participating youth is compared to a similar group of children who do not participate in the program. Secondarily the project identifies how the results of this research influence the work of after-school program developers' use of visual tools. The program goal is to provide a rich foundation of out of school experiences for young people upon which they can more readily grasp concepts that are also introduced in the school context. Deliverables include a peer reviewed research paper, two extended biology units using digital and hand made visual representations, and a manual for developing similar programs. The summative evaluation measures the impact of the deliverables on the professional field. The curriculum will be used at hundreds of after school programs and the manual and research paper will impact program developers field-wide by influencing future programs they develop.
DATE:
-
TEAM MEMBERS:
Bernard ZubrowskiBryan WunarPatricia CampbellKerry Ouellet