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Connected Science Learning Volume 5, 2023 - Issue 3: Social Emotional Learning and STEM
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Feature

Reflecting on STEM Classroom Experiences: The Power of an Observation Tool with an Integrated STEM/SED Lens

Virginia Andrewsa Institute for the Study of Resilience in Youth (ISRY) at McLean Hospital and Harvard Medical School in Belmont, Massachusetts.
(Research Project Manager) ,
Victoria Oliveiraa Institute for the Study of Resilience in Youth (ISRY) at McLean Hospital and Harvard Medical School in Belmont, Massachusetts.
(Research Assistant) ,
Patricia J. Allena Institute for the Study of Resilience in Youth (ISRY) at McLean Hospital and Harvard Medical School in Belmont, Massachusetts.
(Director of Research and an Instructor) ,
Drew H. Gitomerb The Rose & Nicholas DeMarzo Chair in Education at Rutgers University – Graduate School of Education in New Brunswick, New Jersey.
&
Gil G. Noama Institute for the Study of Resilience in Youth (ISRY) at McLean Hospital and Harvard Medical School in Belmont, Massachusetts.
(Director of ISRY and an Associate Professor)
Article: 12288876 | Published online: 09 Nov 2023

References

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  • Allen, P.J., R. Chang, B.K. Gorrall, L. Waggenspack, E. Fukuda, T.D. Little, and G.G. Noam. 2019. From quality to outcomes: A national study of afterschool STEM programming. International Journal of STEM Education 6 (1): 37. https://doi.org/10.1186/s40594-019-0191-2
  • Browne, R.K., P.J. Allen, and G.G. Noam. 2021. The double-dip: Quality discrepancies in out-of-school time STEM programs. International Journal for Science Education, Part B, 11 (1): 35–54. https://doi.org/10.1080/21548455.2020.1866787
  • Chen, Y.C., and T. Terada. 2021. Development and validation of an observation-based protocol to measure the eight scientific practices of the Next Generation Science Standards in K-12 science classrooms. Journal of Research in Science Teaching 58 (10): 1489–1526. https://doi.org/10.1002/tea.21716
  • Engineering is Elementary, Museum of Science, Boston. 2012. Prep Adventure: What is Engineering? Tower Power Returns. http://d7.eie.org/sites/default/files/resource/file/ea_prep_tower_power_returns.pdf
  • Engineering is Elementary, Museum of Science, Boston. n.d. Just Passing Through: Designing Model Membranes Virtual Learning Edition. https://eiestore.com/just-passing-through-designing-model-membranes-virtual-learning-edition.html
  • Gitomer, D.H. 2021. Methods for observing classroom interactions (R. Coe, M. Waring, L. Hedges, and L. D. Ashley, Eds.). SAGE.
  • Laux, K. 2018. A theoretical understanding of the literature on student voice in the science classroom. Research in Science & Technological Education 36 (1): 111–129. https://doi.org/10.1080/02635143.2017.1353963
  • National Research Council (NRC). 2012. A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington DC: The National Academies Press. https://doi.org/10.17226/13165
  • Noam, G.G., and B. Triggs. 2018. The Clover Model: A developmental process theory of social-emotional development. Partnerships in Education and Resilience (PEAR). https://www.pearinc.org/clover-model-overview
  • Noam, G.G., and A. Shah. 2014. Informal science and youth development: Creating convergence in out-of-school time. Teachers College Record 116 (13): 199–218. https://doi.org/10.1177/016146811411601311
  • Mulvey, K.L., C.J. Mathews, J. Knox, A. Joy, and J. Cerda-Smith. 2022. The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school. Journal of Research in Science Teaching 59 (8): 1447–1464. https://doi.org/10.1002/tea.21762
  • Shah, A.M., C. Wylie, D.H. Gitomer, and G.G. Noam. 2018. Improving STEM program quality in out-of-school-time: Tool development and validation. Science Education 102 (2): 238–259. https://doi.org/10.1002/sce.21327

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