References
- Gee, J.P. 2005. Semiotic social spaces and affinity spaces. In Beyond communities of practice: Language, power, and social context, ed. D. Barton and K. Tusting, 214–32. Cambridge, UK: Cambridge University Press.
- Heath, S.B., and M.W. McLaughlin. 1993. Identity and inner city youth. New York: Teachers College Press.
- McColgan M.W., R.J. Colesante, and K. Robin. 2018. Short- and long-term impacts of an informal STEM program. In PERC Proceedings 2018, ed. A. Traxler, Y. Cao, and S. Wolf. 3. http://dx.doi.org/10.1119/perc.2018.pr.McColgan.
- McColgan, M.W., R.J. Colesante, and L.E. Clark. Submitted. IPER programs: Two frameworks for program development. PERC Proceedings 2019.
- National Academies of Sciences, Engineering, and Medicine. 2016. Barriers and opportunities for 2-Year and 4-Year STEM degrees: Systemic change to support students’ diverse pathways. Washington, DC: National Academies Press. https://doi.org/10.17226/21739.
- National Research Council (NRC). 2015. Identifying and supporting productive STEM programs in out-of-school settings. Washington, DC: National Academies Press.
- New York State Education Department (NYSED). 2018. School report card 2016–2017. https://data.nysed.gov/enrollment.php?year=2017&instid=800000055729.
- Northwest Evaluation Association (NWEA). 2005. Technical manual: For use with measures of academic progress and achievement level tests. Lake Oswego, OR: NWEA.
- Renzulli, J.S. 1999. What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted 23 (1): 3–54.
- Tyler-Wood, T., G. Knezek, and R. Christensen. 2010. Instruments for assessing interest in STEM content and careers. Journal of Technology and Teacher Education 18 (2): 341–63.
- Vedder-Weiss, D., and D. Fortus. 2011. Adolescents’ declining motivation to learn science: Inevitable or not? Journal of Research in Science Teaching 48 (2): 199–216.
- Zyda, M. 2005. From visual simulation to virtual reality to games. Computer 38 (9): 25–32.