This is a brief literature review examining the theory and practice of Community-Based Participatory Research (CBPR). It highlights CBPR's liberatory intent, and focuses on CBPR practice in indigenous communities and among youth.
Making as a term has gained attention in the educational field. It signals many different meanings to many different groups, yet is not clearly defined. This project’s researchers refer to making as a term that bears social and cultural impact but with a broader more sociocultural association than definitions that center making in STEM learning. Using the theoretical lenses of critical relationality and embodiment, our research team position curriculum as a set of locally situated activities that are culturally, linguistically, socially, and politically influenced. We argue that curriculum
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TEAM MEMBERS:
Veronica OguilveWen WenEm BowenYousra AbourehabAmanda BermudezElizabeth GaxiolaJill Castek
This research brief highlights findings from the proof of concept pilot year of the Child Trends News Service project. It explores what we have learned regarding best practices for communicating with and engaging Latino parents through short messages on research-informed parenting practices. The findings are grounded in research that substantiates the need to amplify access to child development research, particularly among low-income Latino families; and in communication science research that demonstrates the value of the news media as an information source for child development research.
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TEAM MEMBERS:
Alicia TorresSelma CaalLuz GuerraAngela Rojas
Informal science learning (ISL) organizations that are successful at providing meaningful science, technology, engineering, arts, and mathematics (STEAM) experiences for Latino children, youth, and their families share some common traits. They have leaders and staff who believe in the importance of developing culturally relevant models and frameworks that meet the needs and acknowledge the legacy of STEAM in Latino communities. Such organizations are willing to take risks to create experiences that are culturally meaningful, garner funding and implement programs by working closely with their
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TEAM MEMBERS:
Cheryl JuarezVerónika NúñezExploratorium
The Oregon Museum of Science and Industry (OMSI), located in Portland, is a hands-on science museum. In 2013, OMSI received funding from the National Science Foundation for the project Researching the Value of Educator Actions for Learning (REVEAL) to study how museum educators can better help families learn math while interacting with museum exhibits. Through REVEAL, OMSI was able to partner with Adelante Mujeres, a non-profit community organization located in Forest Grove that educates and empowers Latina women and their families. Here we share some of the lessons learned from the
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. CHISPA is a national network of science museums and afterschool programs affiliated with ASPIRA and National Council of La Raza (NCLR), working together to build stronger communities and increase the engagement of Hispanic children and their families with science and local science resources. The project period is October 2013 through September 2017.
NASA’s Science Mission Directorate (SMD) explores the Earth, the Sun, our solar system, the galaxy and beyond through four SMD divisions: Earth Science, Heliophysics, Planetary Science and Astrophysics. Alongside NASA scientists, teams of education and public outreach (EPO) specialists develop and implement programs and resources that are designed to inspire and educate students, teachers, and the public about NASA science.
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. The Expanding Repertoires project is a collaboration between the Center of Science and Industry (COSI) and The Ohio State University (OSU) to begin the systematic study of science and children's museum programs and practice for preschool dual language learners (DLLs), their families, and the community organizations and early childhood professionals who serve them.