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resource research Media and Technology

Alignment of the NASA Explorer School Model with Models for School Improvement and Reform

Based on the premise that one component of NASA's pre-college education program is intended to support and enact school reform, the Committee for the Evaluation and Review of NASA's Pre-College Education Program requested an analysis of how the NASA Explorer School (NES) Model aligns with other national models of school-wide improvement and reform. The purpose and focus of this paper is to summarize key elements of major school improvement and reform models as well as specific content reform models from the literature, and to analyze the extent to which there is alignment between these models
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TEAM MEMBERS: Susan Mundry
resource research Public Programs

Promising Practices in Out-of-School Time Professional Development

Research in the out-of-school time (OST) field confirms that there is a strong connection between professional development (PD) for staff and positive outcomes for youth. According to Heather Weiss, Founder and Director of the Harvard Family Research Project (HFRP), professional development for those who work with children and youth is fraught with challenges and ripe with opportunity and specifically, the opportunity to increase staff quality, which experts agree is critical to positive experiences for children and youth (Weiss, 2005/2006). However, as Thomas Guskey (1998) states, "For many
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TEAM MEMBERS: University of Pennsylvania Nancy Peter
resource research Professional Development, Conferences, and Networks

Learning In and Out of School in Diverse Environments: Life-long, Life-wide, Life-deep

Learning In and Out of School in Diverse Environments is the product of a two-year project during which a panel convened by the LIFE Center (an NSF Science of Learning Center) and the Center for Multicultural Education identified important principles that educational practitioners, policy makers, and future researchers can use to build upon the learning that occurs in the homes and community cultures of students from diverse groups. This report lays out an argument for focusing on cross setting learning as key to equity in STEM education.
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TEAM MEMBERS: The LIFE Center (The Learning in Informal and Formal Enivronments Center) University of Washington James Banks Kathryn Au Arnetha Ball Philip Bell Edmund Gordon Kris Gutierrez Shirley Heath Carol Lee Yuhshi Lee Jabari Mahiri Na'ilah Suad Nasir Guadalupe Valdes Min Zhou