The Empowering Teachers to Enhance Adolescents' Motivation for Science (E-TEAMS) project shares findings and implications regarding males’ and females’ motivation to learn science with high school science teachers, pre-service science teachers, and science teacher educators.  

The E-TEAMS project shares that information through the book, Enhancing Adolescents' Motivation for Science, Research-Based Strategies for Teaching Male and Female Students, that contains foundational knowledge, practical applications, and self study materials on how to enhance motivation for science among males and females in high school. The book and supporting materials, to be published by Corwin Press, integrate an extensive body of theory on motivation and gender with rigorous analyses of student experience and teacher practice, presented in a way that is accessible and, more importantly, useful, to educators.

Resources extending and supporting the material in the book can be found in this website.

The resources include:

(a) handouts,

(b) reading materials,

(c) selected web links,

(d) ancillary presentation materials to be used by science educators and for teachers to share with parents, as well as

(e) brief documentary video clips of the teaching practices and activities discussed in the book as they unfold in classrooms and of practicing scientists talking about the important role their high school teachers and parents played in their career choice.

Book chapter topics are listed in the left column; resources pertaining to those specific topics can be found by clicking on the chapter titles there. Resources can also be found by type by clicking on the links found in the red banner at the top of the page (book, resources, video, …). 

The National Science Foundation funded this diffusion-dissemination project to provide large numbers of science teachers and teacher-educators with the resources they need to understand and influence motivation for science among their students. It is our hope that the book and materials will have substantial effects on instructional practice, course design and curriculum in high school science education.