John Settlage
Biographic Data
| ID | 4860876 |
|---|---|
| NAME | John Settlage |
| GIVEN NAMES | John |
| FAMILY NAME | Settlage |
| SIGNATURE | SETTLAGE J |
| AFFILIATIONS | Department of Curriculum & Instruction University of Connecticut Groton Connecticut USA |
| ORCID | 0000-0001-5912-0064 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Effects of Early Childhood Science Educational Interventions on Children’s Science Achievement: A Meta-Analysis of Classroom-Based Studies
The importance of providing children with more robust opportunities to access high-quality science instruction is a widely recognized challenge. Unfortunately, science instruction is often neglected in the earliest school grades, meaning that many young children face opportunity gaps in learning science. We present the results of a meta-analysis of experimental and quasi-experimental research of the effects of classroom-based preschool/pre–K–firs…
Mentoring science educators for equity‐centered futures
This framing essay situates the author's experiences with mentoring. This serves as a prelude to the two foundational essays about equity‐centered science education included within this special issue
Humanistic science education: Updating our collective consciousness and offering fresh consideration
We introduce a set of three essays devoted to Humanistic Science Education, an approach to science teaching and learning built around the premise that science is a human endeavor, with its own culture, values, knowledge, and practices. This portrayal of science emphasizes the need to contextualize science for students and to assist them in connecting science with other aspects of their lives. We describe how Humanistic Science Education is a prom…
Equity‐centered science education: The origin story of this special issue
Harnessing the positive energy of conflict in science teaching
Harnessing the positive energy of conflict in science teaching
Mentoring science educators for equity‐centered futures
This framing essay situates the author's experiences with mentoring. This serves as a prelude to the two foundational essays about equity‐centered science education included within this special issue
Humanistic science education: Updating our collective consciousness and offering fresh consideration
We introduce a set of three essays devoted to Humanistic Science Education, an approach to science teaching and learning built around the premise that science is a human endeavor, with its own culture, values, knowledge, and practices. This portrayal of science emphasizes the need to contextualize science for students and to assist them in connecting science with other aspects of their lives. We describe how Humanistic Science Education is a prom…
Equity‐centered science education: The origin story of this special issue
The Effects of Early Childhood Science Educational Interventions on Children’s Science Achievement: A Meta-Analysis of Classroom-Based Studies
The importance of providing children with more robust opportunities to access high-quality science instruction is a widely recognized challenge. Unfortunately, science instruction is often neglected in the earliest school grades, meaning that many young children face opportunity gaps in learning science. We present the results of a meta-analysis of experimental and quasi-experimental research of the effects of classroom-based preschool/pre–K–firs…
Science education (4 works) · Sociology (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Science Education and Pedagogy (3 works) · Computer Science (2 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works)