Reports of Studies Supported by NCETE - In Chronological Order


Lawanto, O. (2005). The self-management of cognition in a team-based engineering design project: A case study. 

Duncan, J. R., & Zeng, Y. (2005). Women: Support factors and persistence in engineering.

Childress V., & Rhodes, C. (2006). Engineering student outcomes for grades 9-12. 

Roue, L. C. (2007). Young women's interests in technology and engineering.

Asunda, P. A., & Hill, R. (2007). Features of engineering design in technology education.

Denson, C. D., Avery, Z., & Schell, J. W. (2007). Critical inquiry into urban African American students' perceptions of engineering

Asunda, P. A. (2007). A multisite case study of faculty and teacher perceptions of NCETE professional development. 

Daugherty, J., Zeng, Y., Westrick, M., Custer, R. L., & Merrill, C. (2007). Delivering core engineering concepts to secondary level students. 

Kelley T., & Hill, R. (2007). Cognitive processes of students solving technical problems. 

Smith, C. & Wicklein, B. (2007). Identifying the essential aspects and related academic concepts of an engineering design curriculum in secondary technology education. 

Custer, R. L., & Daugherty, J. (2009). The nature and status of STEM professional development: Effective practices for secondary level engineering education.

Custer, R. L., Daugherty, J., & Meyer, J. (2009). Formulating the conceptual base for secondary level engineering education: A review and synthesis.

Lawanto, O., & Stewardson, G. (2009). Engineering design activity: Understanding how different design activities influence students' motivation in grades 9-12. 

Welty, K. (2009). Appendix B, Curriculum projects: Descriptive summaries, and Appendix C (CD) in Katehi, L., Pearson, G., & Feder, M. (Eds.). Engineering in K-12 education: Understanding the status and improving the prospects. Washington, DC: National Academies Press.

Wicklein, R., & Mativo, J. (2009). Learning effects and attitudes of design strategies on high school students.

Shumway, S., & Wright, G. (2009). A case study of the implementation of an engineering program into a high school technology education classroom.

Kelley, T., Brenner, D. C., and Pieper, J. T. (2010). PLTW and Epics‐High: Curriculum comparisons to support problem solving in the context of engineering design.

Stricker, D. (2010). A case study: Teaching engineering concepts in science.

Daugherty, J. L. (2011). Mapping engineering concepts for secondary level education.

Mentzer, N. (2011). Engineering design thinking and information gathering.

Lawanto, O. (2011). Understanding of student task interpretation, design planning, and cognitive strategies during engineering design activities in grades 9-12.

Jonasson, D. H. (2011). Engineering problems for secondary students.

Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D., & Carberry, A. (2011). Infusing engineering design into high school STEM courses.

Carr, R. L., & Strobel, J. (2011). Integrating design challenges into secondary STEM education.

Schunn, C. (2011). Design principles for high school engineering design challenges: Experience from high school science classrooms.

Eisenkraft, A. (2011). Engineering design challenges in a science curriculum.

Sneider, C. (2011). A possible pathway for high school science in a STEM world.

Householder, D. L. (Ed.). (2011). Engineering design challenges in high school STEM courses: A compilation of invited position papers.

Denson, C. D. (2011). Building a framework for engineering design experiences in STEM: A synthesis

Daugherty, J. (2012). Infusing engineering concepts: Teaching engineering design.

Mentzer, N. (2012). Team based engineering design thinking.

Householder, D. L., & Hailey, C. E. (Eds.). (2012). Incorporating engineering design challenges into STEM courses.

 


 

Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the authors and do not necessarily reflect the views of the National Science Foundation

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This material is based on work supported by the
National Science Foundation Under Grant No. ESI-0426421
NSF