Garibay Group worked with CLO staff to conduct front‐end research with targeted Latino communities. The goal of this research was to gain an in‐depth understanding of partner communities, including both Latino families living in these communities and of organizational partners. Specifically, research focused on understanding Latino families’ cultural values and norms regarding leisure choices, attitudes toward science, use of technology, and responses to and interested in citizen science.
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Cecilia GarabayCornell Lab of Ornithology
Young people today have grown up living substantial portions of their lives online, seeking entertainment, social relationships, and a place to express themselves. It is clear that participation in online communities is important for many young people, but less clear how this translates into civic or political engagement. This volume examines the relationship of online action and real-world politics. The contributors discuss not only how online networks might inspire conventional political participation but also how creative uses of digital technologies are expanding the boundaries of politics
Professional learning communities (PLCs)-teams of educators who meet regularly to exchange ideas, monitor student progress, and identify professional learning needs-reflect a growing interest in promoting professional development that engages teachers and administrators. Increasingly, teachers are able to participate in online and hybrid PLCs in addition to PLCs that meet face-to-face. This report examines: characteristics of PLCs, as reported in the literature; advantages and challenges of online and hybrid PLCs, compared to face-to-face PLCs; and considerations for the design and setup of
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Institute of Sciences, U.S. Department of EducationCynthia L. Blitz
MobiLLab was designed by faculty at the University of Teacher Education in St.Gallen (German: Pädagogische Hochschule St.Gallen (PHSG)) to spark interest in science in secondary school pupils in the German-speaking part of Switzerland. Now in its fourth year of operation, the mobiLLab team would like to evaluate the program’s effectiveness to inform further development. Specifically, we want to better understand how mobiLLab affects pupils’ science and technology interest, attitudes and knowledge development, and how positive changes can be sustained. The background investigation brings
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University of Teacher Education, St. Gallen, SwithzerlandRebecca Cors
This report, commissioned by the Wellcome Trust, provides a review of the value of informal science learning to science education in the UK. The study seeks to provide: a better understanding of the scope of informal science learning, its theoretical base and the types of change it can bring about in the understanding of and attitudes towards science; recommendations for robust methods for evaluating the impact of informal science learning, based on an analysis of practice in the field; recommendations on reaching deprived learners, schools and families; and recommendations based on best
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GHK ConsultingRichard LloydRoss NeilsonSuzanne KingMark DyballWellcome Trust
This article is an excerpt from the book "Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success." The authors propose a design for afterschool and summer programs that incorporates youth participation in learning experiences in contrast to current methods of education.
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The Expanded Learning and Afterschool ProjectMichael H. LevineRafi Santo
This checklist provides a step-by-step process for preparing, leading, and ending an after school science project. The document also includes a partner checklist for science coaches and trainers when instructing adult learners.
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National Partnerships for After School Science 2
Social science research into public understanding of animal cognition has tended toward a disciplinary focus with conceptual frameworks, questionnaires, concepts and categories that do not appear to align with the findings emerging from the scientific study of animal cognition. The goal of this paper is to present a framework that aligns the dimensions of these two disparate research fields to allow for better assessment of public perceptions of animal minds. The paper identifies different dimensions that have been categorized through the empirical study of animal cognition, as well as the
Funded by the National Science Foundation (NSF),The STEM Pathways project focused on exploring strategies through which at-risk and incarcerated Hispanic youth could be engaged around STEM careers, understand the education, training, and skills they would need to attain them, and think that such a path was a future possibility. To this end, the project and evaluation teams collaborated on a literature review, the development of a logic model, and the design, implementation, and evaluation of a diverse set of program activities that included media, art, and flash mentoring with STEM role models
This report is a synthesis of ongoing research, design, and implementation of an approach to education called “connected learning.” Connected learning advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.
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Digital Media and Learning Research HubMizuko ItoKris GutierrezSonia LivingstoneBill PenuelJean RhodesKatie SalenJuliet SchorJulian Sefton-GreenS. Craig Watkins
Conventional wisdom about young people's use of digital technology often equates generational identity with technology identity: today's teens seem constantly plugged in to video games, social networks sites, and text messaging. Yet there is little actual research that investigates the intricate dynamics of youth's social and recreational use of digital media. This book fills that gap, reporting on an ambitious three-year ethnographic investigation into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. By
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University of California, IrvineMizuko Ito
This report is the result of a task force convened between 2008 and 2009 by the Institute of Museum and Library Services (IMLS) to identify the new contexts facing libraries and museums, such as the evolution of the global economy and the need for 21st century skills. The report is designed to help decision makers and leaders in libraries and museums envision the futures of their institutions, respond to future needs, and build awareness among policymakers about museums' and libraries' key roles in the nation's learning system. The report also provides a self-assessment tool for libraries and
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Institute of Museum and Library ServicesInstitute of Museum and Library Services