Identifying and Supporting Productive STEM Programs in Out-of-School Settings (2015)

NOTES

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²National Research Council. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Committee on Learning Science in Informal Environments, P. Bell, B. Lewenstein, A.W. Shouse, and M.A. Feder (Eds.). Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

³Shankar, M., and Kalil, T. (2013). Leveraging Mental Muscle for Academic Excellence. Washington, DC: Office of Science and Technology Policy, Executive Office of the President. Available: http://www.whitehouse.gov/blog/2013/06/28/leveraging-mental-muscle-academic-excellence [February 2015].

⁴Barron, B. (2006). Interest and self-sustained learning as catalyst of development: A learning ecologies perspective. Human Development, 49, 193-224.

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National Research Council. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Committee on Learning Science in Informal Environments. P. Bell, B. Lewenstein, A.W. Shouse, and M.A. Feder (Eds.). Board on Science Education, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

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⁷Overton, W.F. (2015). Processes, relations, and relational-developmental-systems. In W.F. Overton and P.C.M. Molenaar (Eds.), Theory and Method: Handbook of Child Psychology and Developmental Science, Volume 1, Seventh Edition (pp. 9-62). Hoboken, NJ: Wiley.

⁸Elder, G.H., Shanahan, M.J., and Jennings, J. (2015). Human development in time and place. In R. Lerner, M. Bornstein, and T. Levanthal (Eds.), Handbook of Child Psychology and Developmental Science: Ecological Settings and Processes in Developmental Systems (pp. 1-49). New York: Wiley.

⁹National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Committee on Highly Successful Science Programs for K-12 Science Education. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

¹⁰Jolly, E., Campbell, P., and Perlman, L. (2004). Engagement, Capacity, and Continuity: A Trilogy for Student Success. Groton, MA, and Minneapolis, MN: Campbell-Kibler Associates and Science Museum of Minnesota.

National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Committee on Highly Successful Science Programs for K-12 Science Education. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

¹¹Stevens, R., Bransford, J., and Stevens, A. (2005). The LIFE Center’s Life-long and Life-wide Diagram. Available: http://life-slc.org/about/citationdetails.html [February 2015].

¹²Dierking, L.D., Falk, J.H., Holland, G., Fisher, S., Schatz, D., and Wilke, L. (1997). Collaboration: Critical Criteria for Success. Washington, DC: Association of Science-Technology Centers.

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National Research Council. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Committee on Learning Science in Informal Environments. P. Bell, B. Lewenstein, A.W. Shouse, and M.A. Feder (Eds.). Board on Science Education, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

¹³Afterschool Alliance. (2013). Defining Youth Outcomes for STEM Learning in Afterschool. Available: http://www.afterschoolalliance.org/STEM_Outcomes_2013.pdf [February 2015].

National Research Council. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Committee on Learning Science in Informal Environments. P. Bell, B. Lewenstein, A.W. Shouse, and M.A. Feder (Eds.). Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

¹⁴National Research Council. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Committee on Learning Science in Informal Environments. P. Bell, B. Lewenstein, A.W. Shouse, and M.A. Feder (Eds.).

Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

¹⁵Ibid.

¹⁶U.S. Department of Education and U.S. Department of Justice. (2000). Working for Children and Families: Safe and Smart Afterschool Programs. Available: http://www2.ed.gov/offices/OESE/archives/pubs/parents/SafeSmart/green-1.doc [February 2015].

¹⁷National Research Council. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Committee on Learning Science in Informal Environments. P. Bell, B. Lewenstein, A.W. Shouse, and M.A. Feder (Eds.). Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

¹⁸Pierce, K.M., Auger, A., and Vandell, D.L. (2013). Narrowing the Achievement Gap: Consistency and Intensity of Structured Activities During Elementary School. Paper presented at the Society for Research in Child Development Biennial Meeting, April, Seattle, WA.

Vandell, D.L., Reisner, R.R., and Pierce, K.M. (2007). Outcomes Linked to High-Quality Afterschool Programs: A Longitudinal Study of Promising Afterschool Programs. Unpublished report prepared for the Charles Stewart Mott Foundation. Available: http://www.education.uci.edu/childcare/pdf/afterschool/PP%20Longitudinal%20Findings%20Final%20Report.pdf [February 2015].

¹⁹Christensen, R., Knezek, G., and Tyler-Wood, T. (2015). A retrospective analysis of STEM career interest among mathematics and science academy students. International Journal of Learning, Teaching, and Educational Research, 10(1), 45-58.

Garg, R., Kauppi, C., Urajnik, D., and Lewko, J. (2007). A longitudinal study of the effects of context and experience on the scientific career choices of Canadian adolescents. Canadian Journal of Career Development, 9(1), 15-24. Available: http://ceric.ca/cjcd/archives/v9-n1/article2.pdf [February 2015].

Jones, G., Taylor, A., and Forrester, J.H. (2011). Developing a scientist: A retrospective look. International Journal of Science Education, 33(12), 1653-1673.

Tan, E., and Calabrese Barton, A. (2007). From peripheral to central, the story of Melanie’s metamorphosis in an urban middle school science class. Science Education, 92(4), 567-590.

²⁰Bell, P., Bricker, L., Reeve, S., Toomey Zimmerman, H., and Tzou, C. (2013). Discovering and supporting successful learning pathways of youth in and out of school: Accounting for the development of everyday expertise across settings. In B. Bevan, P. Bell, R. Stevens, and A. Razfar (Eds.), LOST Opportunities: Learning in Out-of-School Time (pp. 119-140). Heidelberg, Germany: Springer Netherlands.

²¹Afterschool Alliance. (2014). America After 3 PM: Afterschool Programs in Demand. Washington, DC: Author. Available: http://afterschoolalliance.org/documents/AA3PM-2014/AA3PM_National_Report.pdf [February 2015].

²²Ibid.

²³21st Century Community Learning Centers Program, Office of Academic Improvement Programs, Office of Elementary and Secondary Education, U.S. Department of Education. (2015). Programs, 21st Century Community Learning Centers home page. Available: http://www2.ed.gov/programs/21stcclc/awards.html [February 2015].

²⁴Afterschool Alliance. (2014). America After 3 PM: Afterschool Programs in Demand. Washington, DC: Author. Available: http://afterschoolalliance.org/documents/AA3PM-2014/AA3PM_National_Report.pdf [February 2015].

²⁵House, A., Llorente, C., Leones, T., and Lundh, P. (2014). Navigating the Future of Afterschool Science: Afterschool Science Networks Study Recommendations. Menlo Park, CA: SRI International.

²⁶National Research Council and Institute of Medicine. (2002). Community Programs to Promote Youth Development. Committee on Community-Level Programs for Youth. J. Eccles and J.A. Gootman (Eds.). Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

²⁷National Research Council and Institute of Medicine. (2002). Community Programs to Promote Youth Development. Committee on Community-Level Programs for Youth. J. Eccles and J.A. Gootman (Eds.). Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

²⁸National Research Council. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Committee on Learning Science in Informal Environments. P. Bell, B. Lewenstein, A.W. Shouse, and M.A. Feder (Eds.). Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

²⁹Banks, J.A., Au, K.H., Ball, A.F., Bell, P., Gordon, E.W., Gutiérrez, K.D., and Zhou, M. (2007). Learning in and out of School in Diverse Environments: Life-long, Life-wide, Life-deep. Seattle, WA: The LIFE Center, University of Washington, Stanford University, and SRI International and Center for Multicultural Education, University of Washington. Available: http://life-slc.org/docs/Banks_etal-LIFE-DiversityReport.pdf [May 2015].

Ito, M., Gutiérrez, K., Livingstone, S., Penuel, W., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., and Watkins, S.C. (2012). Connected Learning: An Agenda for Research and Design. Chicago, IL: MacArthur Foundation.

National Academy of Engineering and National Research Council. (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. M. Honey, G. Pearson, and H. Schweinguber (Eds.). Committee on Integrated STEM Education. Washington, DC: The National Academies Press.

³⁰Gutiérrez, K., and Vossoughi, S. (2010). “Lifting off the ground to return anew”: Documenting and designing for equity and transformation through social design experiments. Journal of Teacher Education, 61(1-2), 100-117.

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National Research Council and Institute of Medicine. (2002). Community Programs to Promote Youth Development. Committee on Community-Level Programs for Youth. J. Eccles, and J.A. Gootman (Eds.). Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

³¹Falk, J.H., Dierking, L.D., Staus, N., Penuel, W., Wyld, J., and Bailey, D. (in press). Understanding and connecting youth STEM interest and participation across the community: The SYNERGIES Project. International Journal of Science Education, Part B.

Ito, M., Gutiérrez, K., Livingstone, S., Penuel, W., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., and Watkins, S.C. (2012). Connected Learning: An Agenda for Research and Design. Chicago, IL: MacArthur Foundation.

National Research Council. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Committee on Learning Science in Informal Environments. P. Bell, B. Lewenstein, A.W. Shouse, and M.A. Feder (Eds.). Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

³²Bang, M., Warren, B., Rosebery, A., and Medin, D. (2012). Desettling expectations in science education. Human Development, 55, 302-318.

Jolly, E., Campbell, P., and Perlman, L. (2004). Engagement, Capacity, and Continuity: A Trilogy for Student Success. Groton, MA, and Minneapolis: Campbell-Kibler Associates and Science Museum of Minnesota.

National Academy of Engineering and National Research Council. (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. M. Honey, G. Pearson, and H. Schweinguber (Eds.). Committee on Integrated STEM Education. Washington, DC: The National Academies Press.

³³National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Committee on Highly Successful Science Programs for K-12 Science Education. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

House, A., Llorente, C., Leones, T., and Lundh, P. (2014). Navigating the Future of Afterschool Science: Afterschool Science Networks Study Recommendations. Menlo Park, CA: SRI International.

³⁴Ibid.

³⁵National Research Council. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Committee on Learning Science in Informal Environments. P. Bell, B. Lewenstein, A.W. Shouse, and M.A. Feder (Eds.). Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

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⁴²National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on Conceptual Framework for the New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

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