About

Participation in Research

Current Research

Nilanjana Dasgupta, Catherine Riegle-Crumb, University of Massachusetts, Amherst: Peer influences on adolescents' self-concept, achievement, and future aspirations in science and mathematics: Does student gender and race matter? (Longitudinal 5-year study that began in 2014)

List of 3 items.

Past Studies

List of 6 items.

  • 2016-2017

    Dan Richmond, Jim Sibthorp, John Gookin, Sarah Annarella & Stephanie Ferri - Complementing classroom learning through outdoor adventure education: out-of-school-time experiences that make a difference

    Abstract:

    Recent research underscores the importance of the skills, beliefs and behaviors that support student achievement in the classroom and beyond. This set of intrapersonal and interpersonal assets (e.g. perseverance, grit, social skills, efficacy beliefs and mind-sets) are often referred to as noncognitive factors, as they are not measured directly by traditional academic assessments. Outdoor adventure education (OAE) is well positioned to deliver these desired outcomes—boosting self-confidence, self-efficacy and social skills while developing leadership and communication competencies. Therefore, the primary aim of this study was to better understand the form, function and delivery of an effective OAE program/ school partnership targeting factors that support student success. Findings explain how shared OAE experiences among adolescent girls attending the same school contribute to greater social connectedness, self-efficacy in leadership competencies, and a recalibrated sense of self and personal potential.
     
  • 2014-2015

    Dan Richmond and Jim Sibthorp, University of Utah, Sarah Annarella, National Outdoor Leadership School, and Stephanie Ferri, The Archer School for Girls: Promoting non-cognitive factors through school/recreation program partnerships

    Executive Summary:

    The study examined how shared outdoor recreation experiences among adolescent girls at the same school contributed to student development and school culture and could influence long-term outcomes. The results demonstrated the shared experience impacted three broad areas: social connectedness, student sense of self (i.e., identity and related self-systems), and the development of important leadership and communication competencies. In addition, the common transfer environment contributed to a common school identity, provided opportunities to reinforce lessons from the experience, and allowed for continuing new and transformed relationships among peers and between students and faculty.

    Nilanjana Dasgupta, Catherine Riegle-Crumb, University of Massachusetts, Amherst: Peer influences on adolescents' self-concept, achievement, and future aspirations in science and mathematics: Does student gender and race matter? (Longitudinal 5-year study that began in 2014)
  • 2013-2014

    Benjamin Heddy, USC: Facilitating Interest and Out-of-School Engagement in Science in Secondary School Girls: Increasing the Effectiveness of the Teaching for Transformative Experience in Science Model Through Parental Involvement, Rossier School of Education.

    Executive Summary:

    By leveraging parental involvement, secondary school girls increased their interest and engagement in science during a period where girls traditionally lose interest.

    Marc Alongi, USC: Promoting Real-World Engagement with History Concepts Beyond the Secondary School Classroom: Teaching for Transformative Experience and Conceptual Change

    Executive Summary:

    The study evaluated the efficacy of a real-world, application-based model for teaching history on student engagement and conceptual development.

  • 2012-2013

    Peter Kuriloff, University of Pennsylvania, Center for the Study of Boys' and Girls' Lives: Reaching Girls, Phi Delta Kappan (2014)

    Executive Summary:
    1. Girls are relational learners, who value time to collaborate and connect with peers and teachers.
    2. Peer relationships are instrumental to engagement in the classroom.
    3. Girls are most engaged in lessons that are related to their personal lives.

    Link to Article
  • 2011-2012

    Stanford University, Project for Education Research that Scales

    The study sought to determine how students’ beliefs about school and their own abilities affect their motivation and achievement. The goal of the study was to find ways to optimize student achievement through specific interactions aimed at improving students' motivation.

    Reference Links:
  • 2008-2009

    Linda J. Sax, Ph.D., UCLA: Women Graduates of Single-Sex and Coeducational High Schools: Differences in their Characteristics and the Transition to College, UCLA Graduate School of Education and Information Studies.

    Executive Summary:
    1. Women graduates of single-sex schools demonstrate higher academic achievement as compared to women who graduate from coeducational schools.
    2. Girls in single-sex institutions score higher on the SAT.
    3. Singel-sex graduates demonstrate higher overall levels of academic self-confidence, and specifically in math and computer skills.
    4. Women from single-sex schools are three times as likely to express interest in an engineering career.
    5. Graduates of singel-sex schools demonstrate tronger participation in coeducational activities.

    Link to report