Bronwyn Bevan

Director of Research

Wallace Foundation

New York, United States

Research+Practice Collaboratory

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Resources

Resource Participation

A four-phase model of interest

A Research+Practice Collaboratory (2012-2017)

A Research+Practice Collaboratory (2015-2020)

Accessing identities: Structuring math activities to support more equitable opportunities to learn

Appendix - Art+Science: Broadening Youth Participation in STEM Learning

Art as a Way of Knowing Conference Report

Art+Science: Broadening Youth Participation in STEM Learning

Assessing learning in OST settings: A review of the research

Blending OST and school discourse patterns to engage urban youth in science

Broadening Perspectives on Broadening Participation in STEM: A Summary Report

Broadening Perspectives on Broadening Participation in STEM: A Toolkit to Support Science Engagement Professionals

Center for Advancement of Informal Science Education (2016-2021)

Charting the Intersection of Informal STEM Education and Science Communication: Results of a Social Network Study

Classroom talk, participation, and learning: Is all talk good talk?

Designing and Building Infrastructures to Support Equitable STEM Learning Across Settings

Designing research-based afterschool science programs for girls

Developing and Researching Equity-focused Across-Settings Models for STEAM (DREAMS)

Developing communities of practice for middle school math teachers

Direct instruction supports early elementary students' thinking about evolution

Diverse everyday experiences expand opportunities for science learning

Enriching and Expanding the Possibilities: Research-Practice Partnerships in Informal Science

Environmental activism as a context for learning science

Equity in Out-of-School STEM Learning: Professional Development Needs and Strategies

Examining links between STEM education and the economy

From Common Measures to Measures in Common: A Convening to Enhance Measurement of Outcomes of Afterschool STEM Programs

Full-Scale Development Project: Relating Research to Practice: A Web Resource for ISE Professionals

Hot Topics in Informal Science Education

Informal Learning and Science in Afterschool: A Research and Dissemination Project

Infrastructures to Support Equitable STEM Learning Across Settings

Inquiry, agency, and science learning in afterschool

Inquiry-based learning may not always lead to higher levels of scientific achievement

Leading the Next Generation of Informal STEM Education Broadening Participation Efforts: A Professional Development Program for Mid-Career Professionals

Learning Through STEM-Rich Tinkering: Findings From a Jointly Negotiated Research Project Taken Up in Practice

Links between choice, interest, and learning in a computer-based lesson

LOST Learning Opportunities: Learning about Out-of-School Time

Making and Tinkering: A Review of the Literature

Making as a Strategy for Afterschool STEM Learning: Report from the California Tinkering Afterschool Network Research-Practice Partnership

Making Science Matter: Collaborations Between Informal Science Education Organizations and Schools

Mathematics as a cross-setting phenomenon

Multiple routes for the development and pursuit of interests

New York develops an afterschool quality framework and assessment tool

NSF AYS Learning and Youth Research and Evaluation Center (LYREC)

One Sky Institute Summative Evaluation

Online Infrastructure for Informal Science Education Professionals

Out-of-School Time STEM: Building Experience, Building Bridges

Planning Conference: National Initiative for Science After School; Santa Fe, New Mexico, January 28 - 30, 2004

Professional Development for Museum Educators: Unpinning the Underpinnings

Purposeful Pursuits: Leveraging the Epistemic Practices of the Arts and Sciences

Reconceptualizing “PD” as continuous professional learning

Reframing science literacy

Relating Research to Practice in Informal Learning Environments: A Proof of Concept

Relevance as Rigor

Science isn’t “settled:” Disrupting canonical science to engage more students

Science Learning +: Broadening Participation in STEM through Transdisciplinary Youth Development Activities

Scientific argumentation approaches and orientations

Sociocultural perspectives on science education

STEM Learning Across Boundaries

STEM Learning Ecologies: Relevant, Responsive, and Connected

Strong pre-college STEM experiences linked to later notable achievements in STEM

Structured youth programs: A review of the research

Structuring emergent, collaborative learning through inquiry

Supporting development of positive dispositions through collaborative learning activities

Supporting scientific practices through opportunities to design and reflect

The Coalition for Science After School

The Main Course Was Mealworms: The Epistemics of Art and Science in Public Engagement

The relationship of scientific questioning and scientific argumentation

The Trouble with STEAM and Why We Use it Anyway

Theories of development as linking setting, interactions, and child

U.S. mathematics scores linked to nation’s economic inequalities

Using video in informal learning science settings: Selection, analysis, management, and the question of ethics

What Afterschool STEM Does Best: How Stakeholders Describe Youth Learning Outcomes

What counts as learning when researchers and practitioners work together

What Does Learning Have to Do with Science Communication?

What Is a STEM Learning Ecosystem?

What is the role of informal science education in supporting the vision for K-12 science education?

What kind of science and for whom?

Where Informal STEM Education and Science Communication Meet: Two Studies Chart the Intersection of ISE and SciComm

Where It Gets Interesting: Competing Models of STEM Learning After School

Why Broaden Perspectives on Broadening Participation in STEM?

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