@article{swanson_painter_blanchard_gervase_2022, title={Why Olympiad: Investigating Motivations and Benefits of Coaching Elementary Science Olympiad}, volume={34}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1080/1046560x.2021.2024690}, DOI={10.1080/1046560X.2021.2024690}, abstractNote={ABSTRACT Science Olympiad is a K-12 science, technology, engineering, and mathematics (STEM) competition that engages approximately 7,000 teams across the U.S. in individual and team challenges at regional, state, and national levels. Science Olympiad began expanding to include elementary students in 2008. Yet, little is known about the adults who volunteer to coach elementary Science Olympiad teams or their coaching motivations. The purpose of this study was to investigate who coached elementary Science Olympiad teams, what motivated them to volunteer, and how their participation influenced their science teaching self-confidence, knowledge, and practices. This mixed-methods study investigated 125 Elementary Science Olympiad coaches’ beliefs in the southeastern U.S. Survey items were based on the Coach Motivation Questionnaire (CMQ). Open-response questions following the survey items were coded in two ways; inductively and based on a priori motivational codes. Participant coaches were most likely to be teachers (92%), female (85%), and White (85%). Survey findings indicate that coaches’ most significant motivating factors were intrinsic (M = 4.33/5); minor differences were based on gender, role, and length of time coaching. The qualitative responses supported the survey findings and gave more insight into teacher-coaches’ thinking. The coaching experience had many positive effects on the teachers, such as enhancing their science and pedagogical content knowledge in science and other subjects, strongly influencing their self-confidence, and increasing their use of hands-on science and STEM activities.}, number={1}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Swanson, Kylie J. and Painter, Jason L. and Blanchard, Margaret R. and Gervase, Kimberly D.}, year={2022}, month={Apr}, pages={63–85} }
 @article{nguyen_2021, title={Green plants, red glow: Chlorophyll's red fluorescence as a signal of photosynthesis, agriculture, and global ecology. }, url={https://www.nsta.org/science-scope/science-scope-julyaugust-2021-0/green-plants-red-glow}, note={Retrieved from}, journal={Science Scope}, author={Nguyen, K.-U.}, year={2021}, month={Jul} }
 @inproceedings{motivational factors underlying rural, underrepresented students' achievement and stem perceptions in after-school stem clubs_2017, url={https://eric.ed.gov/?id=ED608861}, booktitle={American Educational Research Association}, year={2017}, month={Apr} }
 @phdthesis{painter_2011, title={Autonomy, competence, and intrinsic motivation: A self-determination theory perspective}, school={University of North Carolina, Chapel Hill}, author={Painter, J.L.}, year={2011}, month={Dec} }
 @inbook{meece_painter_2007, title={Gender, Self-Regulation, and Motivation }, url={https://www.taylorfrancis.com/chapters/edit/10.4324/9780203831076-14/gender-self-regulation-motivation-judith-meece-jason-painter?context=ubx&refId=5b2fbb4f-2c4e-4145-bfb3-6927240d0799}, DOI={10.4324/9780203831076-14/gender-self-regulation-motivation-judith-meece-jason-painter}, booktitle={Motivation and Self-Regulated Learning}, author={Meece, J.L. and Painter, J.L.}, editor={Schunk, D.H. and Zimmerman, B.J.Editors}, year={2007} }
 @article{painter_jones_tretter_kubasko_2006, title={Pulling Back the Curtain: Uncovering and Changing Students' Perceptions of Scientists}, volume={106}, ISSN={0036-6803 1949-8594}, url={http://dx.doi.org/10.1111/j.1949-8594.2006.tb18074.x}, DOI={10.1111/j.1949-8594.2006.tb18074.x}, abstractNote={Although there have been numerous scientists‐in‐the‐classroom initiatives in recent years, there is little research that documents whether or not these initiatives make an impact on students. This study examined 27 seventh‐grade and 27 tenth‐grade students' perceptions of scientists before and after a weeklong educational experience on nanotechnology, where students interacted with scientists. The data from this project included student interviews (pre and post intervention), field notes, student stories, and follow‐up interviews conducted 1 year after the project. Results showed that fewer than 10% of participants reported ever interacting with scientists in school settings prior to this project, despite attending schools in areas surrounded by a high density of scientists. Students' perceptions of scientists changed as a result of the project. The implications for science instruction are discussed.}, number={4}, journal={School Science and Mathematics}, publisher={Wiley}, author={Painter, Jason and Jones, M. Gail and Tretter, Thomas R. and Kubasko, Dennis}, year={2006}, month={Apr}, pages={181–190} }