94 15.6 References
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- Global Education Monitoring Report Team. (2024). Support girls and women to pursue STEM subjects and careers: advocacy brief. UNESCO. https://doi.org/10.54676/BPSL3344
- Hatzigianni, M., Stevenson, M., Bower, M., Falloon, G., & Forbes, A. (2020). Children’s views on making and designing. European Early Childhood Education Research Journal, 28(2), 286–300. https://doi.org/10.1080/1350293X.2020.1735747
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- Stevenson, M., Bower, M., Falloon, G., Forbes, A., & Hatzigianni, M. (2019). By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities. British Journal of Educational Technology, 50(3), 1260–1274. https://doi.org/10.1111/bjet.12743
- Tomko, M., Newstetter, W., Alemán, M. W., Nagel, R. L., & Linsey, J. (2020). Academic makerspaces as a “design journey”: developing a learning model for how women students tap into their “toolbox of design.” AI EDAM, 34(3), 363–373. https://doi.org/10.1017/S089006042000030X
- United Nations Educational, Scientific and Cultural Organization (UNESCO). (n.d.). Girls’ and women’s education in science, technology, engineering and mathematics (STEM). https://www.unesco.org/en/gender-equality/education/stem
- Yurtseven Avci, Z., O’Dwyer, L. M., & Lawson, J. (2020). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2), 160–177. https://doi.org/10.1111/jcal.12394
