This report offers a rich, cross-sector look at what STEM employers learned and conveys how they can improve their virtual internship programs in the future.
Strategies for Success in Community Partnerships: Case Studies of Community Collaboratives for Early Learning and Media
As part of the 2015–2020 Ready To Learn Initiative, the Corporation for Public Broadcasting and the Public Broadcasting Service devised a new model of community partnerships called Community Collaboratives for Early Learning and Media.
To examine the Research + Practice Collaboratory’s strategy, SRI interviewed project leadership and professional association contacts, conducted observations at events, and reviewed documents to develop descriptions of strategies, activities, and routines. We later refined these descriptions by checking them against findings from other analysis tasks. To examine the Collaboratory’s outcomes, we used digital metrics (e.g., Google Analytics) to gauge the project’s reach and the uptake of its products, and then benchmarked the results of this analysis against the same metrics from several other similar entities. We also used interviews and surveys to gather the perspectives of people who partnered with the Collaboratory, participated in its events, and used its tools and resources, including professional association leaders, workshop participants, and website users. We also sought to place the Collaboratory in the broader education research-and-practice landscape by investigating the views, priorities, and needs of people involved in research-practice partnerships who had not participated in Collaboratory activities (including people who had not heard of it), as well of people who fund research-practice partnerships in education. In this way, the evaluation draws on findings regarding views and experience both within and beyond the Collaboratory’s sphere of influence.
Getting Ready to Learn describes how educational media have and are continuing to play a role in meeting the learning needs of children, parents, and teachers. Based on years of meaningful data from the CPB-PBS Ready To Learn Initiative, chapters explore how to develop engaging, playful, and developmentally appropriate content. From Emmy-Award-winning series to randomized controlled trials, this book covers the media production, scholarly research and technological advances surrounding some of the country’s most beloved programming.
What parents talk about when they talk about learning: A national survey about young children and science
This study used a nationally representative parent survey, combined with in-depth interviews and home visits with a smaller sample of families, to learn how parents of young children, particularly low-income parents, encourage and take part in their children’s learning, especially their science learning. This study also investigated parent perceptions and reported use of science-related educational media, such as television shows, videos, online games, and mobile apps.
The National Science Foundation (NSF) views broadening participation in the nation’s STEM enterprise as vitally linked to the United States’ capacity for innovation. To prioritize inclusion, the ITEST program has called for reflection on best practices and lessons learned regarding broadening participation with this question: “Given the shifting demographics reflected in our current classrooms and in our country, what are effective and productive ways to ensure broadening participation by engaging dverse underrepresented populations in STEM programs and careers?”
This paper, based on a review of over 200 publications related to approximately 110 ITEST projects, seeks to respond to that question. While all ITEST projects include “broadening participation” as a central goal, we found that publications relating to 43 projects contained specific information on broadening participation. Of those, publications relating to 25 projects had “broadening participation” as the primary focus. Here, we present the range of strategies that project teams employed by highlighting some of those 25 projects.
To accelerate dissemination of educator learning models in ITEST projects, the ITEST program has called for reflection on best practices and lessons learned in response to this question: “What instructional and curricular models can effectively engage teachers to use and integrate technologies so as to enhance student understanding of STEM-related occupations?” In this paper, we address this question by taking a closer look at teacher-centered projects.
This synthesis paper highlights projects funded by the National Science Foundation’s Innovating Technology Experiences for Students and Teachers (ITEST) grant program that are either primarily designed to support teacher learning or that incorporate teacher learning in a significant way. The ITEST program seeks to increase awareness of and interest in STEM and information and communications technology (ICT) fields among PreK-12 students, with the goal of encouraging students in STEM studies and helping to prepare them for future STEM careers. Providing teachers with strategies and experiences to increase the quality and quantity of STEM instruction is an important part of NSF’s overall strategy in the ITEST program toward broadening student participation in STEM.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency and are having an increasing effect on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation.