by Alex Gurn and Camellia Sanford-Dolly Rockman et al (REA) recently completed an external evaluation of the National Science Foundation–funded project, Situating Big Data: Assessing Game-Based STEM Learning in Context. The project was a collaboration between three research teams (two at the University of Wisconsin–Madison, and one at Arizona State University) around a shared dataset […]
Category: Project News & Reporting
JSU program helps improve science faculty members’ capacity for learner-centered pedagogy
By Nisaa Kirtman In this post, we wanted to hi-light lessons learned in our evaluation report on a large-scale professional development program, Institutional Change through Faculty Advancement in Instruction and Mentoring (ICFAIM) at Jackson State University (JSU), an NSF-funded implementation project. This program builds on two previous PD models, Mississippi Academy for Science Teaching, (Project […]
Ready to Learn Media is a ‘safe bet’ for ages 2-8
By Jennifer Borland and Camellia Sanford-Dolly Over the last decade, Rockman et al has led several studies to independently evaluate Ready to Learn (RTL) programming, both formatively and summatively. We were pleased to learn that some of our evaluation work contributed to a comprehensive meta-analysis of research on Ready to Learn programming recently published in […]
How MAST helps K-12 science teachers to implement “hands-on” science learning activities with Mississippi students
By Nisaa Kirtman “MAST is like the gift that keeps on giving for science teachers. It’s been 5 years since I graduated, and I still use the techniques I learned and the materials provided” (Program Alum, 2012) REA would like to congratulate Mehri Fadavi and Jackson State University (JSU) program staff for eight successful years […]
Black Girls Code’s culturally relevant programming supports coding proficiency for girls of color
By Nisaa Kirtman Between 2012 and 2017, REA conducted four evaluations of Black Girls Code, an out-of-school program designed to address issues of experience, confidence, and identity development in computer science and programming for African-American middle school girls. Our surveys, formal interviews, observations, and focus groups revealed consistent themes in participants’ responses about the impact […]