This document provides information about the quantitative and qualitative data collected and analyzed for this project with hopes that it informs future research and evaluation efforts for STEM education in rural contexts.
This guide provides effective practices for anyone — university faculty member, K–12 teacher, or administrator — who wants to create a project that partners science, technology, engineering, and mathematics (STEM) graduate students (Fellows) with K–12 teachers on a sustained basis. These recommendations come from the community of faculty members, graduate students, K–12 teachers, program managers, and evaluators who participated in the U.S. National Science Foundation (NSF) Graduate STEM Fellows in K–12 Education (GK–12) Program from its start in 1999 through 2012. The guide was written to
The New Ecological Paradigm for Children is modeled after the New Ecological Paradigm (NEP) and the New Ecological Paradigm-Revised (NEP-Revised) for adults. The survey contains 10 questions assessing three subscales that contribute to one’s “environmental world view” including “rights of nature,” “eco-crisis,” and “human exceptionalism.”
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TEAM MEMBERS:
Constantinos C. ManoliBruce JohnsonRiley E. Dunlap
This report summarizes the evaluation findings of the second year of the Science Beyond the Boundaries Early Learners Collaborative (ELC). The three-year project, funded through the Institute of Museum and Library Services (IMLS), connects science centers and children’s museums to enhance early learner programming. In Year Two, the ELC brought together 16 institutions to collaborate directly through regularly scheduled conference call discussions. During these discussions they shared their program experience, ideas on early childhood programs, and their thoughts on current early learner