This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The data were analysed through an identity development theoretical framework, informed by participants’ mental models of science teaching and learning. We learned that the experience in an afterschool informal internship encouraged the teacher candidates
We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students’ attitudes toward and views of science and science teaching, to model innovative science teaching methods and to encourage students to continue in teacher education. We redesigned the elementary science methods course to include aspects of informal science education. The informal science education course features included informal science
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TEAM MEMBERS:
University of Maryland College ParkKelly RiedingerGili Marbach-AdJ. Randy McGinnisEmily HestnessRebecca Pease
Deals with the success of the Rural Girls in Science Program at the University of Washington in Seattle, Washington State, which uses science to address local issues through long-term research projects. Source of funding for the program; Components of the research projects; Factors which contributed to the success of the program.
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TEAM MEMBERS:
Angela GinorioJanice FournierKatie Frevert
Girls and women, especially if they are people of color, supposedly do not like computer technology or science. Myriad reports and studies document their limited interest and participation in these fields, both in school and at work. This article reports some preliminary results from an after-school intervention intended to increase urban, African-American middle school girls' interest and participation in computer technology and science. The intervention program was designed by university researchers, community developers, and local residents to correspond to state curriculum content
The concern with a "digital divide" has been transformed from one defined by technological access to technological prowess--employing technologies for more empowered and generative uses such as learning and innovation. Participation in technological fluency-building activities among high school students in a community heavily involved in the technology industry was investigated in a study of 98 high school seniors enrolled in AP-level calculus. Findings indicated substantial variability in history of fluency-building experiences despite similar levels of access. More and less experienced
This study explores the characteristics of after-school program activities at a charter school in the Southeast US highlighting students' experiences with and gains from these after-school program activities. A qualitative case study design was employed to understand students' views and opinions regarding the activities and their learning trajectories. Study data were collected through formal and informal observations, one-on-one semistructured interviews, and field notes. The study's findings indicated that such activities emphasize open-ended and collaborative scientific investigations in
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TEAM MEMBERS:
Alpaslan SahinMehmet AyarTufan Adiguzel
Schools do not define education, and they are not the only institutions in which learning takes place. After-school programs, music lessons, Scouts, summer camps, on-the-job training, and home activities all offer out-of-school educational experiences. In Learning at Not-School, Julian Sefton-Green explores studies and scholarly research on out-of-school learning, investigating just what it is that is distinctive about the quality of learning in these “not-school” settings. Sefton-Green focuses on those organizations and institutions that have developed parallel to public schooling and have
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TEAM MEMBERS:
The MacArthur FoundationJulian Sefton-Green
Afterschool programs that provide strong STEM learning experiences are making an impact on participating youth not only become excited and engaged in these fields but develop STEM skills and proficiencies, come to value these fields and their contributions to society, and -- significantly -- begin to see themselves as potential contributors to the STEM enterprise. This paper summarizes evaluation data from a selection of strong afterschool STEM programs, providing a snapshot of the types of substantive impacts afterschool programs are having on youth.
Equipping today's youth with the skills necessary to compete in the 21st Century workforce is a top priority of our nation's schools, communities, policy makers and businesses. This issue brief examines how afterschool provides kids with the opportunity to develop skills to help them succeed in an increasingly competitive labor market.
The 21st century's information economy is creating more jobs that require not only a college education but also at least some expertise in the fields of science, technology, engineering and math, collectively known as STEM. In order to stay competitive in the global marketplace and provide our children with the best chance to succeed in life, we must get more students on the STEM path. Combining STEM learning with afterschool programming offers middle school students a fun, challenging, hands-on introduction to the skills they will need in high school, college and the work place. This MetLife
English Language Learners (ELLs), a diverse group of individuals from across the world who are learning English for the first time, make up the fastest growing segment of the student population in United States public schools. This issue brief displays how the extra time and hands-on learning experiences provided by quality afterschool programs can allow for a specialized, less-formal learning environment in which ELLs can develop language and social skills that otherwise could not be addressed through the less flexible schedule of the regular school day.
Afterschool programs have long partnered with other youth-serving and community organizations to better meet the needs of their students. As interest and momentum grows around STEM programming in afterschool , partnerships become increasingly important in offering high-quality, hands-on STEM experiences for youth. This issue brief demonstrates several models of how afterschool programs are partnering with STEM-rich institutions like science centers and museums, universities and colleges, business and industry, and government agencies. The brief highlights the strengths of each type of STEM