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What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school. First, we interviewed 22 middle and high school students who varied in their level of engagement and disengagement. Support from adults and peers, opportunities to make choices, and external incentives aligned with greater engagement. In contrast, a strict disciplinary structure, an irrelevant and boring curriculum, disengaged peers, and lack of respect by adults coincided with greater disengagement.

Author/Presenter: 
Jennifer A. Fredricks
Alyssa K. Parr
Jamie L. Amemiya
Ming-Te Wang
Scott Brauer
Lead Organization(s): 
Year: 
2019
Short Description: 

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.

Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in School

School engagement researchers have historically focused on academic engagement or academic-related activities. Although academic engagement is vital to adolescents’ educational success, school is a complex developmental context in which adolescents also engage in social interactions while exploring their interests and developing competencies. In this article, school engagement is re-conceptualized as a multi-contextual construct that includes both academic and social contexts of school.

Author/Presenter: 
Ming-Te Wang
Tara L. Hofkens
Lead Organization(s): 
Year: 
2019
Short Description: 

A school-wide and multi-contextual perspective on student engagement in school.

Webinar: Evidence Standards for Evaluating Math and Science Programs

What are evidence standards for evaluating math and science programs? Watch this webinar recording with experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards. Presenters discussed the Every Student Succeeds Act (ESSA) Tiers of Evidence and the What Works Clearinghouse (WWC) evidence rating system and how these evidence standards relate to evaluating math and science programs. The presenters discussed how participants can use these resources to strengthen their existing and proposed study designs.

Author/Presenter: 
Lyzz Davis, Senior Researcher, American Institutes for Research
Joe Taylor, Principal Researcher, American Institutes for Research
Year: 
2019
Short Description: 

Watch this webinar recording with experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards.

In Praise of Messy Data

Gould, R. R., S. Sunbury, & Dussault, M. (2014). In praise of messy data: Lessons from the search for alien worlds. The Science Teacher, 31.

Author/Presenter: 
Roy Gould
Susan Sunbury
Mary Dussault
Year: 
2014
Short Description: 

Lessons from the search for alien worlds.

Using online telescopes to explore exoplanets from the physics classroom

The search for habitable planets offers excellent opportunities to advance students’ understanding of core ideas in physics, including gravity and the laws of motion, the interaction of light and matter, and especially the nature of scientific inquiry. Thanks to the development of online telescopes, students can detect more than a dozen of the known exoplanets from the classroom, using data they gather, assess, and interpret for themselves. We present a suite of activities in which students apply basic physics concepts to their investigations of exoplanets.

Author/Presenter: 
Roy R. Gould
Susan Sunbury
Ruth Krumhansl
Year: 
2012
Short Description: 

Authors present a suite of activities in which students apply basic physics concepts to their investigations of exoplanets. The activities were developed and successfully tested with physics and earth science teachers in secondary schools in 14 states.

Examining physics identity development through two high school interventions

As part of the STEP UP project, a national initiative to empower high school teachers to inspire young women to pursue physics degrees in college, we developed two lessons for high school physics classes that are intended to facilitate the physics identity development of female students. One discusses physics careers and links to students' own values and goals; the other focuses on a discussion of underrepresentation of women in physics with the intention of having students elicit and examine stereotypes in physics.

Author/Presenter: 
Hemeng Cheng
Geoff Potvin
Raina Khatri
Laird Kramer
Robynne M. Lock
Zahra Hazari
Year: 
2018
Short Description: 

Using structural equation modeling, the researchers test a path model of various physics identity constructs, extending an earlier, established model. In this paper, they also compare a preliminary structural analysis of students' physics identities before and after the career lesson, with an eye towards understanding how students' identities develop over time and due to these experiences.

Resource(s): 

Climate literacy: Insights from research on K-16 climate education

Bhattacharya, D., Carroll-Steward, K., Sutter, A., Chandler, M., & Forbes, C.T. (2018). Climate literacy: Insights from research on K-16 climate education. Green Schools Catalyst Quarterly, V(4), 26-35.

Author/Presenter: 
Devarati Bhattacharya
Cory Forbes
Mark Chandler
Kimberly Carroll Steward
A. McKinzie Sutter
Lead Organization(s): 
Year: 
2018
Short Description: 

Authors discuss insights from research on K-16 climate education.

Thinking scientifically in a changing world

Shifting people’s judgments toward the scientific involves teaching them to purposefully evaluate connections between evidence and alternative explanations.

Lombardi, D. (2019). Thinking scientifically in a changing world. Science Brief: Psychological Science Agenda, 33(1). Retrieved from https://www.apa.org/science/about/psa/2019/01/changing-world.aspx

Author/Presenter: 
Doug Lombardi
Lead Organization(s): 
Year: 
2019
Short Description: 

Shifting people’s judgments toward the scientific involves teaching them to purposefully evaluate connections between evidence and alternative explanations.

Scaffolding scientific thinking: Students’ evaluations and judgments during Earth science knowledge construction

Critical evaluation underpins the practices of science. In a three-year classroom-based research project, we developed and tested instructional scaffolds for Earth science content in which students evaluate lines of evidence with respect to alternative explanations of scientific phenomena (climate change, fracking and earthquakes, wetlands and land use, and formation of Earth’s Moon).

Author/Presenter: 
Doug Lombardi
Janelle M. Bailey
Elliot S. Bickel
Shondricka Burrell
Lead Organization(s): 
Year: 
2018
Short Description: 

The present paper documents a quasi-experimental study where high school Earth science students completed these instructional scaffolds, including an explanation task scored for evaluative levels (erroneous, descriptive, relational, and critical), along with measures of plausibility reappraisal and knowledge.

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