EAGER: ITEST Longitudinal Study

本研究的目的是在哈佛大学研究ITEAMS（创新技术支持的天文学中学）干预策略对学生坚持高中STEM课程和职业期望的影响，以及学生对STEM职业的价值。中心的研究问题是：1）是否ITEAMS参与提高学生的STEM课程的学习和他们的兴趣，并评价，在整个高中生涯的STEM职业生涯; 2）在多大程度上没有学生的ITEAMS经验，在知识和处置方面，有影响;和3）哪些ITEAMS策略或属性已最有效地带来积极的成果？特别关注的是对女孩和少数民族学生的持久性的预测。该项目利用了与目前的高中学生谁在前几年参加了ITEAMS（DRL-0833378）作为中学生，谁现在是大三和大四的访谈和调查的组合。该项目调查了随机选择的75名前ITEAMS参与者，他们在ITEAMS注册了两三年。针对具体项目的调查工具包括相关的人口问题。此外，还随机选择了15名接受调查的ITEAMS学生进行深入访谈。

The objective of this study at Harvard University is to examine the impact of ITEAMS (Innovative Technology-Enabled Astronomy for Middle Schools) intervention strategies on student persistence in high school STEM course-taking and career expectations, and the value that students place on STEM careers. The central research questions are: 1) does ITEAMS participation boost students' STEM course-taking and their interest in, and valuation of, STEM careers throughout their high school years; 2) to what extent did students' ITEAMS experiences, in terms of knowledge and disposition, have an effect; and 3) which ITEAMS strategies or attributes have been most effective in bringing about positive outcomes? Special focus is on the predictors of persistence for girls and minority students.The project utilizes a mix of interviews and surveys with current high school students who in previous years participated in ITEAMS (DRL-0833378) as middle-school students, and who are now juniors and seniors. The project surveys a randomly selected cohort of 75 former ITEAMS participants who were enrolled in ITEAMS for two or three years. The project-specific survey instrument includes pertinent demographic questions. The random selection of up to 15 surveyed ITEAMS students for in-depth interviews is also included.