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
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
The analysis contained in this report was prepared for the CAISE Convening on Broader Impacts & ISE. The report summarizes interviews with researchers in STEM subjects who were asked about: 1) their perceptions about broader impacts, 2) the planning and process that researchers undertake for broader impacts activities, 3) the resources and supports that currently exist and that researchers would like to exist for broader impacts activities, and 4) how the informal science education field might "market" itself as a potential place to find partners or venues for doing broader impacts activities
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
This report describes how the YOUmedia program at the Harold Washington Library Center in Chicago attempts to take advantage of networked and digital media to provide engaging learning opportunities for youth through the emerging Connected Learning Model. The report describes the design of the program, the youth audiences targeted, the benefits received by program participants, and the role of staff and adults in the program. It offers suggestions for other organizations who would like to start similar programs.
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University of ChicagoPenny Bender SebringEric BrownKate JulianStacey EhrlichSusan SporteErin BradleyLisa Meyer
In November 2012, ASTC asked its science center and museum members to submit annual on-site attendance data for calendar years 2002 to 2011. One hundred fifty-five science centers and museums responded; 107 of those provided data for all 10 years. The goal of the survey was to collect consistent, long-term data to try to determine if there has been a clear upward or downward trend. Attendance increased overall from 2002 to 2009, but declined somewhat in 2010 and 2011. Large institutions showed the flattest attendance across the years.
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Association of Science-Technology Centers
This report is the result of a project to investigate through a sociocultural lens whether girls-only, informal STEM experiences have potential long-term influences on young women's lives, both in terms of STEM but also more generally. The authors documented young women's perceptions of their program experiences and the ways in which they influenced their future choices in education, careers, leisure pursuits, and ways of thinking about what science is and who does it. This report includes the questionnaire used in the study.
This report combines the views of education researchers, technology developers, educators, and researchers in emerging fields such as educational data mining and technology-supported evidence-centered design to present an expanded view of approaches to evidence. It presents the case for why the transition to digital learning warrants a re-examination of how we think about educational evidence. The report describes approaches to evidence-gathering that capitalize on digital learning data and draws implications for policy, education practice, and R&D funding.
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U.S. Department of EducationOffice of Educational Technology
According to this report, libraries and museums are effective but often overlooked resources in the United States' effort to turn around a crisis in early learning, exposing children to powerful learning experiences in the critical early years and keeping them learning through the summer months. This document provides dozens of examples and 10 key ways libraries and museums are supporting young children. It provides a clear call to policymakers, schools, funders, and parents to make full use of these vital, existing community resources.
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Intitute of Museum and Library ServicesMarsha SemmelMamie BittnerAllison BoalsMary Lynn HowardAndrea Camp
A paper inspired by the Summit on Assessment of Informal and Afterschool Science Learning organized by the National Research Council and the Program in Education, Afterschool, and Resiliency (PEAR) at Harvard University. This paper reflects the many ideas that emerged during the Summit and the further work and discussions we have had since with leaders in the field. While this report does not include a transcript nor attribute particular ideas to individuals, it does attempt to share ideas and perspectives that were presented at the Summit. We intended to create a paper that would be most