Anna MacPherson
Biographic Data
| ID | 6251679 |
|---|---|
| NAME | Anna MacPherson |
| GIVEN NAMES | Anna |
| FAMILY NAME | MacPherson |
| SIGNATURE | MACPHERSON A |
| AFFILIATIONS | American Museum of Natural History |
| ORCID | 0000-0001-6557-1603 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Finding peers “like me”
This mixed-methods study examined the role of belonging and flourishing in the college experiences of undergraduate students from communities historically underrepresented in science, technology, engineering, and mathematics (STEM) majors. Qualitative findings show that students engaged in strategies to find and develop peer relationships to facilitate their sense of belonging in their STEM major/discipline. Findings from a larger quantitative da…
The role of flourishing in the STEM trajectories of emerging adults
We focus on the use of flourishing as a new measure in studies of pathways in STEM (science, technology, engineering, and mathematical) fields. While the concept of flourishing is promising, the concept may need careful interrogation to ensure it takes structural and personal (cultural, religious, socioeconomic, and racial) differences into account. Our longitudinal study explores emerging adult’s educational and career pathways with careful atte…
Pipeline Schmipeline
Increasing diversity in science, technology, engineering, and math (STEM) and STEM-related degrees and professions is a national priority. Research on students’ pathways in STEM may contribute to our understanding of how to change institutions to achieve diversity; however, until recently, the dominant narrative invoked a “pipeline” metaphor. In this work, we challenge the pipeline metaphor by interrogating what is meant by a “STEM” pathway, meas…
What we've learned
We have been learning about the learning of children and youth, teachers, and visitors over the course of 7 years as we developed and deepened a research agenda in education in our natural history museum. In 2016 in this journal, we detailed how we began this effort and the development and initial steps of an educational research agenda. Focusing on our work since then, our team of educational researchers describes how our research has revealed t…
Partnerships to offer advanced learning for all students
Out-of-school programs can offer personalized and meaningful learning experiences that deepen students’ knowledge and cater to their passions and interests, but it has been a painful reality that many such programs have been available only to students and families with privilege and resources. Karen Hammerness, Anna MacPherson, Preeti Gupta, Tramia Jackson, and Rachel Chaffee describe how the Science Research Mentoring Consortium in New York City…
Fighting “bad science” in the information age
With developments in technology (e.g., “Web 2.0” sites that allow users to author and create media content) and the removal of publication barriers, the quality of science information online now varies vastly. These changes in the review of published science information, along with increased facility of information distribution, have resulted in the spread of misinformation about science. As such, the role of evaluation when reading scientific cl…
The development and validation of a learning progression for argumentation in science
Given the centrality of argumentation in the Next Generation Science Standards, there is an urgent need for an empirically validated learning progression of this core practice and the development of high‐quality assessment items. Here, we introduce a hypothesized three‐tiered learning progression for scientific argumentation. The learning progression accounts for the intrinsic cognitive load associated with orchestrating arguments of increasingly…
No prominent works on this page.
The development and validation of a learning progression for argumentation in science
Given the centrality of argumentation in the Next Generation Science Standards, there is an urgent need for an empirically validated learning progression of this core practice and the development of high‐quality assessment items. Here, we introduce a hypothesized three‐tiered learning progression for scientific argumentation. The learning progression accounts for the intrinsic cognitive load associated with orchestrating arguments of increasingly…
Partnerships to offer advanced learning for all students
Out-of-school programs can offer personalized and meaningful learning experiences that deepen students’ knowledge and cater to their passions and interests, but it has been a painful reality that many such programs have been available only to students and families with privilege and resources. Karen Hammerness, Anna MacPherson, Preeti Gupta, Tramia Jackson, and Rachel Chaffee describe how the Science Research Mentoring Consortium in New York City…
Fighting “bad science” in the information age
With developments in technology (e.g., “Web 2.0” sites that allow users to author and create media content) and the removal of publication barriers, the quality of science information online now varies vastly. These changes in the review of published science information, along with increased facility of information distribution, have resulted in the spread of misinformation about science. As such, the role of evaluation when reading scientific cl…
What we've learned
We have been learning about the learning of children and youth, teachers, and visitors over the course of 7 years as we developed and deepened a research agenda in education in our natural history museum. In 2016 in this journal, we detailed how we began this effort and the development and initial steps of an educational research agenda. Focusing on our work since then, our team of educational researchers describes how our research has revealed t…
The role of flourishing in the STEM trajectories of emerging adults
We focus on the use of flourishing as a new measure in studies of pathways in STEM (science, technology, engineering, and mathematical) fields. While the concept of flourishing is promising, the concept may need careful interrogation to ensure it takes structural and personal (cultural, religious, socioeconomic, and racial) differences into account. Our longitudinal study explores emerging adult’s educational and career pathways with careful atte…
Pipeline Schmipeline
Increasing diversity in science, technology, engineering, and math (STEM) and STEM-related degrees and professions is a national priority. Research on students’ pathways in STEM may contribute to our understanding of how to change institutions to achieve diversity; however, until recently, the dominant narrative invoked a “pipeline” metaphor. In this work, we challenge the pipeline metaphor by interrogating what is meant by a “STEM” pathway, meas…
Finding peers “like me”
This mixed-methods study examined the role of belonging and flourishing in the college experiences of undergraduate students from communities historically underrepresented in science, technology, engineering, and mathematics (STEM) majors. Qualitative findings show that students engaged in strategies to find and develop peer relationships to facilitate their sense of belonging in their STEM major/discipline. Findings from a larger quantitative da…
Psychology (6 works) · Mathematics education (4 works) · Computer Science (3 works) · Engineering (3 works) · Political science (3 works) · Science education (3 works) · Social Psychology (3 works) · Sociology (3 works) · Career Development and Diversity (2 works) · Developmental psychology (2 works)