Active Science Learning
Professional Development and Support for Hands-on Science
References: General Benefits (*) Professional Development (**)
*Afterschool Alliance. (January, 2013). Evaluations backgrounder: A summary of formal evaluations of afterschool programs’ impact on academics, behavior, safety and family life. Washington, DC: Author.
*Ashby, C. (2006). Higher education: Science, technology, engineering, and mathematics trends and the role of federal programs (GAO-06-702T). Washington, DC: United States, Government Accountability Office.
*Baldi, S., Jin, Y., Skemer, M., Green, P. J., & Herget, D. (2007). Highlights from PISA 2006: Performance of U.S. 15-year-old students in science and mathematics literacy in an international context (NCES 2008–016). Washington, DC: National Center for Education Statistics, Institute of education Sciences, U.S. Department of Education.
**Ball, D., & Cohen, D. (1996). Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 68.
*Beede, D., Julian, T., Khan, B., Lehrman, R., McKittrick, G., Langdon, D., & Doms, M. (2011). Education supports racial and ethnic equality in STEM. [ESA Issue Brief #05–11]. Washington, DC: U.S. Department of Commerce.
*Beede. D., Julian, T., Langdon, D., McKittrick, G., Khan, B., & Doms, M. (2011). Women in STEM: A gender gap to innovation. [ESA Issue Brief #04–11]. Washington, DC: U.S. Department of Commerce.
**Boyle, B., Lamprianou, I., & Boyle, T. (2005). A longitudinal study of teacher change: What makes professional development effective? Report of the second year of the study. School Effectiveness and School Improvement, 16(1), 1–27.
*Clark, J. V. (1999). Minorities in science and math. (ERIC digest # ED433216). Retrieved from http://www.ericdigests.org/2000-2/minorities.htm
**Cohen, D. K., & Hill, H. C. (2001). Learning policy: When state education reform works. New Haven, CT: Yale University Press.
**Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). State of the profession: Study measures status of professional development. Journal of Staff Development, 30(2), 42-44.
*Falkenberg, K., McClure, P., & McComb, E. M. (2006). Science in afterschool literature review. Greensboro, NC: SERVE Center at UNCG.
*Ferreira, M. (2001). The effect of an after-school program addressing the gender and minority achievement gaps in science, mathematics, and engineering. ERS Spectrum, Arlington, VA: Educational Research Service.
*Ferreira, M. (2002) Ameliorating equity in science, mathematics, and engineering: A case study of an after-school science program. Equity and Excellence in Education, 35(1), 43-49.
**Garet, M. S., Porter, A. C, Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.
*Granger, R., Durlak, J., Yohalem, N., & Reisner, E. (2007, April). Improving after-school program quality. New York, NY: William T. Grant Foundation.
*Hammrich, P. L., Livingston, B. & Richardson, G. (2002). The sisters in science program: Barriers broken and lessons learned. Philadelphia: Author.
*Jolly, E., Campbell, P., & Perlman, L. (2004, September). Engagement, capacity and continuity: A trilogy for student success. A report commissioned by the GE Foundation.
*Langdon, D., McKittrick, G., Beede, D., Khan, B., & Doms, M. (2011). STEM: Good jobs now and for the future. [ESA Issue Brief #03–11]. Washington, DC: U.S. Department of Commerce.
**Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, CA: Corwin Press.
**Little, P., Wimer, C., & Weiss, H. (2008, February). After school programs in the 21st century: Their potential and what it takes to achieve it. Cambridge, MA: Harvard Family Research Project.
**McCombs, B., & Pope, J. E. (1994). Motivating hard to reach students (psychology in the classroom: a series on applied educational technology). Washington, DC: American Psychological Association.
*McClure, P., & Rodriguez, A. (2007). Factors related to advance course-taking patterns, persistence in STEM, and the role of out-of-school-time programs: A literature review. Commissioned by the Coalition for Afterschool Greensboro NC: SERVE Center at University of North Carolina, Greensboro.
*Miller, B. (2003). Critical hours: Afterschool programs and educational success. Braintree, MA: Nellie Mae Education Foundation.
*Schwartz, S.E.O., & Noam, G.G. (2007). Informal science learning in afterschool settings: A natural fit? Washington, DC: National Academy of Sciences Committee on Learning in Informal Environments.
**Smith, C., Akiva, T., Sugar, S., Lo, Y. J., Frank, K. A., Peck, S. C., Cortina, K. S., & Devaney, T. (2012). Continuous quality improvement in afterschool settings: Impact findings from the Youth Program Quality Intervention study. Washington, DC: The Forum for Youth Investment.
*Tai, R., Liu, C., Maltese, A., & Fan, X. (2006). Planning early for careers in science. Science, 312(5777), 1143–1144.
*Vandell, D. L., Reisner, R. R., & Pierce, K. M. (2007, October).Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of promising afterschool programs. Irvine, CA: Policy Associates.