Madison E Andrews
Biographic Data
| ID | 9635775 |
|---|---|
| NAME | Madison E Andrews |
| GIVEN NAMES | Madison E |
| FAMILY NAME | Andrews |
| SIGNATURE | ANDREWS M E |
| AFFILIATIONS | Texas Behavioral Science and Policy Institute (TxBSPI), University of Texas at Austin, 110 Inner Campus Dr, Austin, TX 78705, USA |
| ORCID | 0000-0002-9653-9785 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Curricular-credential decoupling
This study examines schools’ college and career readiness (CCR) policy responses through the lens of decoupling. We investigate how high schools have jointly implemented career and technical education (CTE) and industry-based certifications (IBCs), and whether there is evidence of curricular-credential decoupling via misalignment between the subject areas of students’ CTE coursework and IBC completion. Descriptive analyses of Texas’s statewide lo…
Alleviating Barriers Facing Students on the Boundaries of STEM Makerspaces
Makerspaces have become an increasingly prevalent supplement to K-16 STEM education, and especially so in undergraduate engineering programs. However, they also fall prey to hegemonic, marginalizing norms common in STEM spaces and, ultimately, the modern making movement has remained a white, male, middle-class pursuit. Despite calls to broaden student participation in makerspaces due to the benefits of participation, there has been no examination…
Examining Students’ (Inter-)Disciplinary Practice Beliefs in STEM Makerspaces
Makerspaces have emerged as a popular supplement to formal K-16 STEM education, offering students opportunities to engage in hands-on, creative activities that integrate multiple disciplines. However, despite their potential to foster interdisciplinary learning, these spaces often reflect the techno-centric norms prevalent in STEM. As a result, makerspaces tend to be dominated by white, male, middle-class participants and focused on tech-centric …
The relations between students' belongingness, self-efficacy, and response to active learning in science, math, and engineering classes
Despite numerous benefits, students do not always respond positively and engage in active learning in STEM courses. Understanding the factors that influence how students’ respond to active learning is important to devising interventions that support their learning, especially for students from historically underrepresented groups. This study examines the influence of students’ belongingness and self-efficacy on their affective and behavioural res…
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The relations between students' belongingness, self-efficacy, and response to active learning in science, math, and engineering classes
Despite numerous benefits, students do not always respond positively and engage in active learning in STEM courses. Understanding the factors that influence how students’ respond to active learning is important to devising interventions that support their learning, especially for students from historically underrepresented groups. This study examines the influence of students’ belongingness and self-efficacy on their affective and behavioural res…
Alleviating Barriers Facing Students on the Boundaries of STEM Makerspaces
Makerspaces have become an increasingly prevalent supplement to K-16 STEM education, and especially so in undergraduate engineering programs. However, they also fall prey to hegemonic, marginalizing norms common in STEM spaces and, ultimately, the modern making movement has remained a white, male, middle-class pursuit. Despite calls to broaden student participation in makerspaces due to the benefits of participation, there has been no examination…
Examining Students’ (Inter-)Disciplinary Practice Beliefs in STEM Makerspaces
Makerspaces have emerged as a popular supplement to formal K-16 STEM education, offering students opportunities to engage in hands-on, creative activities that integrate multiple disciplines. However, despite their potential to foster interdisciplinary learning, these spaces often reflect the techno-centric norms prevalent in STEM. As a result, makerspaces tend to be dominated by white, male, middle-class participants and focused on tech-centric …
Curricular-credential decoupling
This study examines schools’ college and career readiness (CCR) policy responses through the lens of decoupling. We investigate how high schools have jointly implemented career and technical education (CTE) and industry-based certifications (IBCs), and whether there is evidence of curricular-credential decoupling via misalignment between the subject areas of students’ CTE coursework and IBC completion. Descriptive analyses of Texas’s statewide lo…
Mathematics education (3 works) · Psychology (3 works) · Pedagogy (2 works) · Teaching and Learning Programming (2 works) · Belongingness (1 work) · Biomedical and Engineering Education (1 work) · Cognitive psychology (1 work) · Communication in Education and Healthcare (1 work) · Computer Science (1 work) · Discipline (1 work)