Philip M Sadler
Biographic Data
| ID | 3432835 |
|---|---|
| NAME | Philip M Sadler |
| GIVEN NAMES | Philip M |
| FAMILY NAME | Sadler |
| SIGNATURE | SADLER P M |
| AFFILIATIONS | Center for Astrophysics Harvard & Smithsonian |
| ORCID | 0000-0001-7578-4047 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Do Single‐Sex STEM Programs Have Merit? If So, for Whom, on What Measures
Single‐sex STEM programs—defined here as voluntary, gender‐segregated extracurricular or supplemental activities (e.g., summer camps, workshops, robotics clubs, internships, or citizen science initiatives)—have experienced heightened popularity and scrutiny amid efforts to increase diversity in STEM fields. Empirical evidence regarding their efficacy has been inconsistent. Using a nationally representative dataset of 15,725 US undergraduates, we …
Equity-oriented science, technology, engineering, and mathematics career support
A quasi-experimental study of the impact of college-run science, technology, engineering, and mathematics (STEM) career days on American students’ STEM career aspirations
This quasi-experimental study examined the impact of participation in college-run STEM career days on American high school students’ STEM career aspirations. Data were collected from a nationwide retrospective cohort survey of 15,847 U.S. college students who provided information about their experiences during high school. Accounting for self-selection effects and a robust set of controls, results showed that students who participated in a colleg…
The impact of high school science pedagogies on students' STEM career interest and on their ratings of teacher quality
This study examines the often‐heard assumption in science teaching that some pedagogies in science classrooms can serve a dual function—improve the student‐perceived teacher quality and improve students' affinity to STEM professions. We asked 7507 freshmen from 40 colleges in the United States, selected in a stratified random procedure, to retrospectively report their experiences of a list of 32 pedagogies during high school biology, chemistry, a…
Shrinking gender gaps in STEM persistence
To keep abreast with recent developments in young persons’ STEM career interests and to anticipate the gender representation in the future workforce, we need to periodically update cohort comparisons of the persistence in STEM career interest among male and female youth. Using two national U.S. samples of first-year college students, collected a decade apart in 2007 and 2017, we found that, at the end of high school, the gender gap in STEM career…
The Devil’s Advocate
The Impact of Participating in College-Run STEM Clubs and Programs on Students’ STEM Career Aspirations
Background: The United States continues to invest considerable resources into developing the next generation of science, technology, engineering, and mathematics (STEM) talent. Efforts to shore up interest in pursuing STEM careers span decades and have increasingly focused on boosting interest among diverse student populations. Policymakers have called for engaging students in a greater STEM ecology of support that extends beyond the traditional …
Learning to think spatially through curricula that embed spatial training
Strong spatial skills are foundational in predicting students' performance in science, technology, engineering, and mathematics education. Decades of research have considered the relationship between thinking spatially and how scientists reason and solve problems. However, few studies have examined the factors that influence improvement in students' spatial thinking during their school science curricula. The present study investigates the ThinkSp…
Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity
It is well known that women are underrepresented in science. technology engineering and mathematics (STEM) and that their interest declines more steeply over the schooling years. As such, this study uses a STEM identity theoretical framework to examine the effects of early STEM experiences, focusing particularly on experiences that may be more formative for female students. Given that early experiences are a form of capital, the study is also gui…
Computational thinking and assignment resubmission predict persistence in a computer science Mooc
Massive open online course (MOOC) studies have shown that precourse skills (such as precomputational thinking) and course engagement measures (such as making multiple submission attempts with assignments when the initial submission is incorrect) predict students' grade performance, yet little is known about whether these factors predict students' course retention. In applying survival analysis to a sample of more than 20,000 participants from one…
The Role of Dual Enrollment STEM Coursework in Increasing STEM Career Interest among American High School Students
Background/Context The United States is facing a shortage of domestically prepared STEM (science, technology, engineering, and mathematics) professionals, yet many high school graduates find they are not sufficiently prepared for college-level work in STEM subjects. Dual enrollment STEM courses count for both high school and college credit, expose students to the demands of a college course, and may be used to augment existing high school course …
Early informal STEM experiences and STEM identity
In this paper, we examine the relationship between participants’ childhood science, technology, engineering, and mathematics (STEM) related experiences, their STEM identity (i.e., seeing oneself as a STEM person), and their college career intentions. Whereas some evidence supports the importance of childhood (i.e., K‐4) informal STEM education experiences, like participating in science camps, existing research does not adequately address their re…
The Relationship Between Advanced Placement Mathematics Courses and Students’ STEM Career Interest
Increasing the number of students choosing a STEM (science, technology, engineering, and mathematics) career is a national educational priority. One way thought to increase interest in STEM is with advanced STEM courses in high school, especially Advanced Placement (AP) courses. Using data from 15,847 college undergraduates, we investigated the relationship between participation in AP mathematics courses (AP Calculus and AP Statistics) and studen…
Evaluating the quality of middle school mathematics teachers, using videos rated by college students
The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms
This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers. Assessment instruments based on the National Science Education Standards with 20 items in common were administered several times during the school year to both students and their teachers. For items that had a very popular wrong answer, the teachers who could identify this misconception had larger …
Stability and volatility of STEM career interest in high school
This retrospective cohort study characterizes how interest in science, technology, engineering, mathematics (STEM) careers changes during high school for more than 6,000 students in a representative national sample of 34 two‐ and four‐year colleges taking mandatory college English courses. Overall, large gender differences in career plans were found, with males showing far more interest particularly in engineering, whereas females were more attra…
Out-of-School Time Science Activities and Their Association with Career Interest in STEM
Spurred by concerns about an inadequately sized science, technology, engineering, and mathematics (STEM) workforce, there has been a growing interest in out-of-school time (OST) science activities as a means to foster STEM career interest. This study examines the association between OST science activities and STEM career interest in university through a logistic regression model and the calculation of prototypical odds ratios. The analysis addres…
More like Us
This article investigates the impact of immigrant generation on students’ performance in college calculus courses and examines the extent to which the observed patterns corroborate or contradict various assimilation theories. It goes beyond past studies of the relationship between immigrant generation and mathematics achievement that focused primarily on middle and high school students and typically excluded foreign students. Our principal findin…
Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice
This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally…
Unraveling bias from student evaluations of their high school science teachers
In this study, the evaluation of high school biology, chemistry, and physics teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, whereas female students underrate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and ha…
The Impact of Self- and Peer-Grading on Student Learning
The 2001 U.S. Supreme Court Case of Falvo v. Owasso School System (Owasso Independent School District No I-011 v. Falvo) has focused national attention on the common classroom practice of peer-grading. In a unanimous decision the court reaffirmed the popular view that students grading each others' tests is valuable, saving teachers' time and augmenting student learning. Our study puts these presumed benefits to the test in 4 middle school science…
The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms
This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers. Assessment instruments based on the National Science Education Standards with 20 items in common were administered several times during the school year to both students and their teachers. For items that had a very popular wrong answer, the teachers who could identify this misconception had larger …
The Relationship Between Advanced Placement Mathematics Courses and Students’ STEM Career Interest
Increasing the number of students choosing a STEM (science, technology, engineering, and mathematics) career is a national educational priority. One way thought to increase interest in STEM is with advanced STEM courses in high school, especially Advanced Placement (AP) courses. Using data from 15,847 college undergraduates, we investigated the relationship between participation in AP mathematics courses (AP Calculus and AP Statistics) and studen…
Unraveling bias from student evaluations of their high school science teachers
In this study, the evaluation of high school biology, chemistry, and physics teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, whereas female students underrate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and ha…
More like Us
This article investigates the impact of immigrant generation on students’ performance in college calculus courses and examines the extent to which the observed patterns corroborate or contradict various assimilation theories. It goes beyond past studies of the relationship between immigrant generation and mathematics achievement that focused primarily on middle and high school students and typically excluded foreign students. Our principal findin…
The Impact of Self- and Peer-Grading on Student Learning
The 2001 U.S. Supreme Court Case of Falvo v. Owasso School System (Owasso Independent School District No I-011 v. Falvo) has focused national attention on the common classroom practice of peer-grading. In a unanimous decision the court reaffirmed the popular view that students grading each others' tests is valuable, saving teachers' time and augmenting student learning. Our study puts these presumed benefits to the test in 4 middle school science…
Unraveling bias from student evaluations of their high school science teachers
In this study, the evaluation of high school biology, chemistry, and physics teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, whereas female students underrate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and ha…
Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice
This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally…
Stability and volatility of STEM career interest in high school
This retrospective cohort study characterizes how interest in science, technology, engineering, mathematics (STEM) careers changes during high school for more than 6,000 students in a representative national sample of 34 two‐ and four‐year colleges taking mandatory college English courses. Overall, large gender differences in career plans were found, with males showing far more interest particularly in engineering, whereas females were more attra…
Out-of-School Time Science Activities and Their Association with Career Interest in STEM
Spurred by concerns about an inadequately sized science, technology, engineering, and mathematics (STEM) workforce, there has been a growing interest in out-of-school time (OST) science activities as a means to foster STEM career interest. This study examines the association between OST science activities and STEM career interest in university through a logistic regression model and the calculation of prototypical odds ratios. The analysis addres…
More like Us
This article investigates the impact of immigrant generation on students’ performance in college calculus courses and examines the extent to which the observed patterns corroborate or contradict various assimilation theories. It goes beyond past studies of the relationship between immigrant generation and mathematics achievement that focused primarily on middle and high school students and typically excluded foreign students. Our principal findin…
The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms
This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers. Assessment instruments based on the National Science Education Standards with 20 items in common were administered several times during the school year to both students and their teachers. For items that had a very popular wrong answer, the teachers who could identify this misconception had larger …
Evaluating the quality of middle school mathematics teachers, using videos rated by college students
Early informal STEM experiences and STEM identity
In this paper, we examine the relationship between participants’ childhood science, technology, engineering, and mathematics (STEM) related experiences, their STEM identity (i.e., seeing oneself as a STEM person), and their college career intentions. Whereas some evidence supports the importance of childhood (i.e., K‐4) informal STEM education experiences, like participating in science camps, existing research does not adequately address their re…
The Relationship Between Advanced Placement Mathematics Courses and Students’ STEM Career Interest
Increasing the number of students choosing a STEM (science, technology, engineering, and mathematics) career is a national educational priority. One way thought to increase interest in STEM is with advanced STEM courses in high school, especially Advanced Placement (AP) courses. Using data from 15,847 college undergraduates, we investigated the relationship between participation in AP mathematics courses (AP Calculus and AP Statistics) and studen…
Computational thinking and assignment resubmission predict persistence in a computer science Mooc
Massive open online course (MOOC) studies have shown that precourse skills (such as precomputational thinking) and course engagement measures (such as making multiple submission attempts with assignments when the initial submission is incorrect) predict students' grade performance, yet little is known about whether these factors predict students' course retention. In applying survival analysis to a sample of more than 20,000 participants from one…
The Role of Dual Enrollment STEM Coursework in Increasing STEM Career Interest among American High School Students
Background/Context The United States is facing a shortage of domestically prepared STEM (science, technology, engineering, and mathematics) professionals, yet many high school graduates find they are not sufficiently prepared for college-level work in STEM subjects. Dual enrollment STEM courses count for both high school and college credit, expose students to the demands of a college course, and may be used to augment existing high school course …
Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity
It is well known that women are underrepresented in science. technology engineering and mathematics (STEM) and that their interest declines more steeply over the schooling years. As such, this study uses a STEM identity theoretical framework to examine the effects of early STEM experiences, focusing particularly on experiences that may be more formative for female students. Given that early experiences are a form of capital, the study is also gui…
The Devil’s Advocate
The Impact of Participating in College-Run STEM Clubs and Programs on Students’ STEM Career Aspirations
Background: The United States continues to invest considerable resources into developing the next generation of science, technology, engineering, and mathematics (STEM) talent. Efforts to shore up interest in pursuing STEM careers span decades and have increasingly focused on boosting interest among diverse student populations. Policymakers have called for engaging students in a greater STEM ecology of support that extends beyond the traditional …
Learning to think spatially through curricula that embed spatial training
Strong spatial skills are foundational in predicting students' performance in science, technology, engineering, and mathematics education. Decades of research have considered the relationship between thinking spatially and how scientists reason and solve problems. However, few studies have examined the factors that influence improvement in students' spatial thinking during their school science curricula. The present study investigates the ThinkSp…
A quasi-experimental study of the impact of college-run science, technology, engineering, and mathematics (STEM) career days on American students’ STEM career aspirations
This quasi-experimental study examined the impact of participation in college-run STEM career days on American high school students’ STEM career aspirations. Data were collected from a nationwide retrospective cohort survey of 15,847 U.S. college students who provided information about their experiences during high school. Accounting for self-selection effects and a robust set of controls, results showed that students who participated in a colleg…
The impact of high school science pedagogies on students' STEM career interest and on their ratings of teacher quality
This study examines the often‐heard assumption in science teaching that some pedagogies in science classrooms can serve a dual function—improve the student‐perceived teacher quality and improve students' affinity to STEM professions. We asked 7507 freshmen from 40 colleges in the United States, selected in a stratified random procedure, to retrospectively report their experiences of a list of 32 pedagogies during high school biology, chemistry, a…
Shrinking gender gaps in STEM persistence
To keep abreast with recent developments in young persons’ STEM career interests and to anticipate the gender representation in the future workforce, we need to periodically update cohort comparisons of the persistence in STEM career interest among male and female youth. Using two national U.S. samples of first-year college students, collected a decade apart in 2007 and 2017, we found that, at the end of high school, the gender gap in STEM career…
Equity-oriented science, technology, engineering, and mathematics career support
Do Single‐Sex STEM Programs Have Merit? If So, for Whom, on What Measures
Single‐sex STEM programs—defined here as voluntary, gender‐segregated extracurricular or supplemental activities (e.g., summer camps, workshops, robotics clubs, internships, or citizen science initiatives)—have experienced heightened popularity and scrutiny amid efforts to increase diversity in STEM fields. Empirical evidence regarding their efficacy has been inconsistent. Using a nationally representative dataset of 15,725 US undergraduates, we …
Psychology (19 works) · Mathematics education (16 works) · Career Development and Diversity (13 works) · Pedagogy (11 works) · Education, Achievement, and Giftedness (9 works) · Science education (9 works) · Science Education and Pedagogy (9 works) · Medical education (7 works) · Medicine (7 works) · Political science (6 works)