Further Reading
Afterschool Alliance
The Afterschool Alliance has consolidated a set of publications about STEM and after school on their website ranging from one-page issue briefs to research articles.
Committee on Successful Out-of-School STEM Learning
Committee on Successful Out-of-School STEM Learning was tasked with determining how to identify and support successful and productive STEM programs in out-of-school settings. This publication outlines what they learned: National Research Council. (2015).
Identifying and Supporting Productive STEM Programs in Out-of-School Settings. Committee on Successful Out-of-School STEM Learning. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington DC: The National Academies Press.
National Institute on Out of School Time
The National Institute on Out-of-School Time, a leader in the OST field, posted readings that are relevant for summer STEM programs:
Afterschool Matters articles on STEM
Review of the Literature and the Inspire Model STEM in OST
The STEM Learning Ecosystems Initiative
The STEM Learning Ecosystems Initiative is a research-based group that aims to promote successful STEM collaborations that will support effective STEM learning opportunities for all young people. Their website identifies principles, strategies, and examples of successful collaborations between schools, out-of-school time programs and community institutions, such as science centers and libraries. The initiative hopes that: “As these STEM Ecosystems evolve, a student will be able to connect what they learn in and out of school with real-world learning opportunities, leading to STEM-related careers and opportunities.”
Teaching Tools for STEM Education
The Teaching Tools for STEM Education project at the University of Washington developed a website of tools to support STEM teaching. The tools were developed with STEM teachers. They include short practical briefs on topics of interest to activity leaders and professional development modules. The Teaching Tools project has an explicit goal of promoting equity in STEM.
The Expanded Learning and Afterschool Project
The Expanded Learning and Afterschool Project STEM & Arts
Integrated STEM Education
Mohr‐Schroeder, M. J., Jackson, C., Miller, M., Walcott, B., Little, D. L., Speler, L., ... & Schroeder, D. C. (2014). Developing middle school students' interests in STEM via summer learning experiences: See Blue STEM camp. School Science and Mathematics, 114(6), 291-301.
Angela Calabrese Barton
Dr. Calabrese Barton’s research is grounded in the intersections of teaching and learning science with an emphasis on equity and critical justice.
Green Education Network (n.d.) Green energy technology in the city. Retrieved from http://getcity.org/green-education-network-3/ Downloadable units on green energy
Barton, A. C., Tan, E., & Rivet, A. (2008). Creating hybrid spaces for engaging school science among urban middle school girls. American Educational Research Journal, 45(1), 68-103.
Barton, A. C., & Tan, E. (2010). We
Basu, S. J., & Barton, A. C. (2007). Developing a sustained interest in science among urban minority youth. Journal of Research in Science Teaching, 44(3), 466-489.
Barton, A. C. (2003). Teaching science for social justice. New York, New York: Teachers College Press.
Deborah Vandell, University of California Irvine
Dr. Vandell has contributed numerous research studies, evaluations, and resources that have advanced knowledge and practice in the broad field of out-of-school time learning. Listed here are her publications and reports pertaining to ISL STEM programs.
Vandell, D. L., Simzar, R., O’Cadiz, M.P, Hall, V., & Karsh, A. (2014), Power of Discovery: STEM2 2013-14 Report. [Report]
Vandell, D. L., Hall, V., O’Cadiz, M. P., & Karsh, A. (2014). Youth outcome measures online toolbox: Report
Vandell, D. L., Pierce, K. M., Hall, V., O’Cadiz, M. P., Karsh, A., & Westover, T. (2013). Youth outcome measures online toolbox: 2013. University of California, Irvine. [Report]
Vandell, D. L., Hall, V., O’Cadiz, M.P., Karsh A. (2013). Field Test of Outcome Measures for Summer Learning Programs. Report to the David and Lucile Packard Foundation. [Report]
Vandell, D. L., Hall, V., O’Cadiz, M.P, Karsh, A (2012), Power of Discovery: STEM2 Year 1 (2011-12): Report of findings. Report to the UC Davis California Afterschool Network. Year 1 STEM Evaluation Report October 2012 (PDF)
Tamara Clegg, University of Maryland
Dr. Clegg conducts research on how life-relevant learning environments might help children engage in science. She designs learning experiences and technology in everyday life contexts to support children’s scientific engagement, dispositions, and identities.
ScienceKit for Science Everywhere - A Seamless Scientizing Ecosystem for Raising Scientifically-Minded Children is a project that designed and implemented technology tools to help children in the United States, especially those in lower socioeconomic status neighborhoods, face the systematic challenges they often encounter in connecting science learning across school, home, and informal experiences.
Ahn, J., Clegg, T., Yip, J., Bonsignore, E., Pauw, D., Gubbels, M., Lewittes, B. & Rhodes, E. (2016). Seeing the unseen learner; Designing and using social media to recognize children’s science dispositions in action. Learning, Media, and Technology, 41(2). 252-282.
