|Informal learning is life-long; crossing place and time. How do we best conceptualize, support, and assess life-long learning? How do informal learning experiences contribute to early passion that can catalyze and sustain later learning? How do we build educational infrastructure to support meaningful learning pathways that cross formal and informal boundaries? What do learning pathways look like in science? In the arts?|
P U B L I C A T I O N S
Allen L. A. & Crowley, K. (2016). How heterogeneous networks can change learning ecologies: City-scale intervention for climate change education. Manuscript under review. Request a copy.
Kehoe, S., Russell, J., & Crowley, K. (2015). Diversity and interconnectedness: Conceptualizing the health of informal science learning ecosystems. Manuscript under review. Request a copy.
Knutson, K. & Crowley, K. (2015). Developing a passion for science: The nature of strong, early interests and their role in a pathway towards a science career. Manuscript under review. Request a copy.
Dorph, R., Schunn, C., & Crowley, K. (in press). Crumpled molecules and edible plastic: Science learning Activation in OST. After School Matters.
Russell, J. L., Kehoe, S. & Crowley, K. (in press). Linking In and Out-of-School Learning. In K. Peppler (Ed.), Encyclopedia of Out-of-School Learning. Thousand Oaks, CA: Sage Publications.
Crowley, K., Barron, B.J., Knutson, K., & Martin, C. (2015). Interest and the development of pathways to science. In Interest in Mathematics and Science Learning. In K. A. Renninger, M. Nieswandt, and S. Hidi (Eds.). Washington DC: AERA.
Russell, J., Knutson, K., & Crowley, K. (2013). Informal learning organizations as part of an educational ecology: Lessons from collaboration across the formal/informal divide. Journal of Educational Change, 14(3): 259-281.
Knutson, K., Crowley, K., Russell, J., & Steiner, M.A. (2011). Approaching art education as an ecology: Exploring the role of museums. Studies in Art Education, 52 (4), 310-322.
Eberbach, C.E. & Crowley, K. (2009). From Everyday to Scientific Observation: How Children Learn to Observe the Biologist's World. Review of Educational Research, 79 (1), 39-69.
Knutson, K. (2004). What does a lifelong learning community look like? Pulling it all together. In M.Maher, (ed.) The 21st Century Learner: The continuum begins with early learning. (44-45). Washington, DC. Association of Children’s Museums.
Funding provided by: Gordon and Betty Moore Foundation, Grable Foundation, W.T. Grant Foundation, and Spencer Foundation.