The Impact Of Opportunity Propensity And Distal Factors On Secondary Education Science Technology Engineering And Math Stem Program And Academic Outcomes

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The Impact of Opportunity, Propensity, and Distal Factors on Secondary Education Science, Technology, Engineering, and Math (STEM) Program and Academic Outcomes

Author : Ryan McElyea
Publisher :
ISBN 13 :
Total Pages : 189 pages
Book Rating : 4.:/5 (992 download)

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Book Synopsis The Impact of Opportunity, Propensity, and Distal Factors on Secondary Education Science, Technology, Engineering, and Math (STEM) Program and Academic Outcomes by : Ryan McElyea

Download or read book The Impact of Opportunity, Propensity, and Distal Factors on Secondary Education Science, Technology, Engineering, and Math (STEM) Program and Academic Outcomes written by Ryan McElyea and published by . This book was released on 2016 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2012 Program for International Student Assessment (PISA) placed the U.S. in the bottom fourth of mathematics achievement, and less than 9% of U.S. 15-year olds were top performers in the same subject. Research into addressing this issue has involved Inquiry Based (IB) programs, such as Project Lead the Way (PLTW). The studies have focused on general Science, Mathematics, Pre-Engineering, state-wide scores, or national assessment scores. Important variables such as individual transcript data, End of Course (EoC) assessment scores, mathematics and/or science Grade Point Average (GPA), or participation in the Biomedicine program of PLTW have not been researched in the context of PLTW programs. Additionally, there is a lack of research using more sophisticated statistical analyses to examine the above relationships. Therefore, the goal of the current study is to determine the relationship between the opportunity factors (i.e., mathematics and science coursework and PLTW coursework), distal factors (i.e., demographics and prior achievement) and propensity factors (i.e., GPA, mathematics and science grades and PLTW grade) with immediate academic year achievement (i.e., EoC scores) with different statistical modeling techniques. Secondly, repeated measures analyses were also used to examine the relationship between the aforementioned variables and academic achievement over time. The Freshmen Model (N = 259) and the Junior Model (N = 73) were developed using Path Analysis. The Sophomore Model (N = 135) and the Senior Model (N = 51) were developed using Hierarchical Multiple Regression. The impact on STEM PLTW grades over time and academic achievement over time (EoC scores) was analyzed by using Repeated Measures Split-Plot ANOVAs and One-Way Repeated Measures ANCOVAs. This exploratory investigation focused on the following main goals: (1) Investigating if a combination of distal, opportunity, and propensity variables can be used to predict current high school year academic achievement, and (2) Determining if a combination of distal, opportunity, and propensity factors can be used to predict high school academic achievement over time (i.e., across the four years of high school from Freshmen to Senior Year). In summary, a few themes emerged from the results of the study. As shown in the Freshmen Model, Gender plays a positive role on the EoC, but a substantial negative role in the Sophomore Model. By the Junior and Senior Models, it plays no role in academic outcome. As shown in examining PLTWG and EoC over time, there is a significant interaction with Gender. These results suggest that PLTW may have a positive effect on females, as EoC and PLTWG improve over time, which may be tied to an increased interest in the STEM fields. Secondly, as mentioned in earlier research, the performance gap between males and females is largely erased, as shown in EoC and PLTWG over time, and the lack of Gender in the Junior Model or Senior Model. By increasing female performance over time and showing that gender plays a non-significant role in predicting academic performance, it would appear that PLTW is moving towards the goal of positively impacting females in STEM (PLTW, 2012). Another trend in the analysis was the relationship between Propensity factors and predicting end of year performance. Math Grade (MG), GPA, and PLTWG were prevalent in three of the four models. By the definition, Propensity factors are impacted by efficacy, effort, and student ability, therefore it may be that this why student achievement is greatly affected by Propensity factors. Also, these variables occurred closely in time to the academic outcomes, which may explain the numerous occurrences in the static models and also the magnitude of the variable coefficients.

Barriers and Opportunities for 2-Year and 4-Year STEM Degrees

Author : National Academies of Sciences, Engineering, and Medicine
Publisher : National Academies Press
ISBN 13 : 0309373603
Total Pages : 215 pages
Book Rating : 4.3/5 (93 download)

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Book Synopsis Barriers and Opportunities for 2-Year and 4-Year STEM Degrees by : National Academies of Sciences, Engineering, and Medicine

Download or read book Barriers and Opportunities for 2-Year and 4-Year STEM Degrees written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-05-18 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be "stemmed" and greater efficiencies realized? These questions and others are at the heart of this study. Barriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students' decisions to enter, stay in, or leave STEM majorsâ€"quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students' general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways. Because many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree.

Successful K-12 STEM Education

Author : National Research Council
Publisher : National Academies Press
ISBN 13 : 0309212960
Total Pages : 44 pages
Book Rating : 4.3/5 (92 download)

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Book Synopsis Successful K-12 STEM Education by : National Research Council

Download or read book Successful K-12 STEM Education written by National Research Council and published by National Academies Press. This book was released on 2011-07-22 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: Science, technology, engineering, and mathematics (STEM) are cultural achievements that reflect our humanity, power our economy, and constitute fundamental aspects of our lives as citizens, consumers, parents, and members of the workforce. Providing all students with access to quality education in the STEM disciplines is important to our nation's competitiveness. However, it is challenging to identify the most successful schools and approaches in the STEM disciplines because success is defined in many ways and can occur in many different types of schools and settings. In addition, it is difficult to determine whether the success of a school's students is caused by actions the school takes or simply related to the population of students in the school. Successful K-12 STEM Education defines a framework for understanding "success" in K-12 STEM education. The book focuses its analysis on the science and mathematics parts of STEM and outlines criteria for identifying effective STEM schools and programs. Because a school's success should be defined by and measured relative to its goals, the book identifies three important goals that share certain elements, including learning STEM content and practices, developing positive dispositions toward STEM, and preparing students to be lifelong learners. A successful STEM program would increase the number of students who ultimately pursue advanced degrees and careers in STEM fields, enhance the STEM-capable workforce, and boost STEM literacy for all students. It is also critical to broaden the participation of women and minorities in STEM fields. Successful K-12 STEM Education examines the vast landscape of K-12 STEM education by considering different school models, highlighting research on effective STEM education practices, and identifying some conditions that promote and limit school- and student-level success in STEM. The book also looks at where further work is needed to develop appropriate data sources. The book will serve as a guide to policy makers; decision makers at the school and district levels; local, state, and federal government agencies; curriculum developers; educators; and parent and education advocacy groups.

Successful STEM Education

Author : National Research Council
Publisher : National Academies Press
ISBN 13 : 030921890X
Total Pages : 94 pages
Book Rating : 4.3/5 (92 download)

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Book Synopsis Successful STEM Education by : National Research Council

Download or read book Successful STEM Education written by National Research Council and published by National Academies Press. This book was released on 2011-10-15 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: What students learn about the science disciplines, technology, engineering, and mathematics during their K-12 schooling shapes their intellectual development, opportunities for future study and work, and choices of career, as well as their capacity to make informed decisions about political and civic issues and about their own lives. Most people share the vision that a highly capable STEM workforce and a population that understands and supports the scientific enterprise are key to the future place of the United States in global economics and politics and to the well-being of the nation. Indeed, the solutions to some of the most daunting problems facing the nation will require not only the expertise of top STEM professionals but also the wisdom and understanding of its citizens. Although much is known about why schools may not succeed, it is far less clear what makes STEM education effective. Successful STEM Education: A Workshop Summary discusses the importance of STEM education. The report describes the primary types of K-12 schools and programs that can support successful education in the STEM disciplines and examines data and research that demonstrate the effectiveness of these school types. It also summarizes research that helps to identify both the elements that make such programs effective and what is needed to implement these elements.

Improving Urban Schools

Author : Chance W. Lewis
Publisher : IAP
ISBN 13 : 1623962323
Total Pages : 208 pages
Book Rating : 4.6/5 (239 download)

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Book Synopsis Improving Urban Schools by : Chance W. Lewis

Download or read book Improving Urban Schools written by Chance W. Lewis and published by IAP. This book was released on 2013-04-01 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although STEM (Science, Technology, Engineering, and Mathematics) has been diversely defined by various researchers (e.g. Buck Institute, 2003; Capraro & Slough, 2009; Scott, 2009; Wolf, 2008), during the last decade, STEM education has gained an increasing presence on the national agenda through initiatives from the National Science Foundation (NSF) and the Institute for Educational Sciences (IES). The rate of technological innovation and change has been tremendous over the past ten years, and this rapid increase will only continue. STEM literacy is the power to “identify, apply, and integrate concepts from science, technology, engineering, and mathematics to understand complex problems and to innovate to solve them” (Washington State STEM, 2011, Internet). In order for U.S. students to be on the forefront of this revolution, ALL of our schools need to be part of the STEM vision and guide students in acquiring STEM literacy. Understanding and addressing the challenge of achieving STEM literacy for ALL students begins with an understanding of its element and the connections between them. In order to remain competitive, the Committee on Prospering in the Global Economy has recommended that the US optimize “its knowledge-based resources, particularly in science and technology” (National Academies, 2007, p. 4). Optimizing knowledge-based resources needs to be the goal but is also a challenge for ALL educators (Scheurich & Huggins, 2009). Regardless, there is little disagreement that contemporary society is increasingly dependent on science, technology, engineering, and mathematics and thus comprehensive understandings are essential for those pursuing STEM careers. It is also generally agreed that PK-12 students do not do well in STEM areas, both in terms of national standards and in terms of international comparisons (Kuenzi, Matthews, & Mangan, 2006; Capraro, Capraro, Yetkiner, Corlu, Ozel, Ye, & Kim, 2011). The question then becomes what might PK-12 schools do to improve teachers’ and students’ STEM knowledge and skills? This book will look at equity and access issues in STEM education from PK-12, university, and administrative and policy lenses.

Undergraduate Research Experiences for STEM Students

Author : National Academies of Sciences, Engineering, and Medicine
Publisher : National Academies Press
ISBN 13 : 030945283X
Total Pages : 279 pages
Book Rating : 4.3/5 (94 download)

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Book Synopsis Undergraduate Research Experiences for STEM Students by : National Academies of Sciences, Engineering, and Medicine

Download or read book Undergraduate Research Experiences for STEM Students written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-05-19 with total page 279 pages. Available in PDF, EPUB and Kindle. Book excerpt: Undergraduate research has a rich history, and many practicing researchers point to undergraduate research experiences (UREs) as crucial to their own career success. There are many ongoing efforts to improve undergraduate science, technology, engineering, and mathematics (STEM) education that focus on increasing the active engagement of students and decreasing traditional lecture-based teaching, and UREs have been proposed as a solution to these efforts and may be a key strategy for broadening participation in STEM. In light of the proposals questions have been asked about what is known about student participation in UREs, best practices in UREs design, and evidence of beneficial outcomes from UREs. Undergraduate Research Experiences for STEM Students provides a comprehensive overview of and insights about the current and rapidly evolving types of UREs, in an effort to improve understanding of the complexity of UREs in terms of their content, their surrounding context, the diversity of the student participants, and the opportunities for learning provided by a research experience. This study analyzes UREs by considering them as part of a learning system that is shaped by forces related to national policy, institutional leadership, and departmental culture, as well as by the interactions among faculty, other mentors, and students. The report provides a set of questions to be considered by those implementing UREs as well as an agenda for future research that can help answer questions about how UREs work and which aspects of the experiences are most powerful.

Assessing Influential Factors on High School and Community College Students' STEM Pathways

Author : Rosalia Chavez Zarate
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (15 download)

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Book Synopsis Assessing Influential Factors on High School and Community College Students' STEM Pathways by : Rosalia Chavez Zarate

Download or read book Assessing Influential Factors on High School and Community College Students' STEM Pathways written by Rosalia Chavez Zarate and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Women, Latinx and African-American students continue to be underrepresented in STEM (science, technology, engineering, and mathematics) fields and STEM related jobs. As we think about ways to increase STEM professionals, we need to consider what impacts students' career choice into STEM, especially among students who continue to be underrepresented in these fields. My dissertation consists of three studies, which highlight how students' STEM pathways are influenced by factors that are both in and out of their control. I focus on understanding changes in high school students' STEM major intent, as well as factors that may impact community college students' STEM major pathways. The High School Longitudinal Study of 2009 (HSLS:09) was used in Study 1 to assess how school level factors impact high school students' STEM intent from their freshman to junior year, using multi-level modeling and the status-attainment theory. I assessed if student groups (e.g., low-income students, Latinx/African-American students) attend schools with different amounts of resources (certified school personnel, academic assistance, percent of hours counselors assist students, and STEM courses/programs). And secondly, how those four resources impact students' change in STEM intent from 9th to 11th grade (e.g., change from being interested in STEM to being disinterested, or change from being disinterested in STEM to being interested in STEM majors). My first paper reveals students from different backgrounds attend schools with different school resources, and interestingly findings reveal that Black students attend schools with more of these resources in comparison to white students; Hispanic students attend schools with more certified school personnel. In addition to having varying access to resources, there are also differences in how students from different backgrounds are impacted by these resources. Although, school resources in general did not impact STEM intent, academic assistance and STEM course/program availability positively impacts Black students STEM intent (persisting or adding into STEM), while only STEM course and program availability positively impact Hispanic students' STEM persistence. This study reveals different groups of students may benefit from different resources in comparison to white students; their access to these resources may differ as well as their experiences with these resources. Moreover, students may have access to resources, but these resources may not be living up to their full potential in enabling students in their STEM journey to find a successful career path in a STEM field. In Study 2, I transition into community colleges where many underrepresented, low-income, students of color begin their postsecondary education. In this study I assess how programs, which are designed to assist students in their academic journey impact different enrollment and degree completion outcomes. Specifically, how math remediation impacts students' academic and STEM momentum and the type of degree students obtain. Remediation may have unintended negative impacts on students since it requires them to take an additional math course, thereby lengthening their required coursework. This study observes students who began their community college journey in two colleges in California (CaliBay1 and CaliBay2) during the 2010-2013 academic years. Regression discontinuity (RD) analysis is used to estimate the causal effects of being assigned to upper-level math remediation. Results reveal remediation does not encourage or discourage students from enrolling for one, three, six, or nine quarters, but has a positive impact on students' passing their first math course, which may serve as a positive factor on their academic momentum. Remediation also has a positive impact on earning an Associate of Arts/Bachelor of Arts, but importantly a negative impact on obtaining an Associate of Science/Bachelor of Science degree. However, the negative impact of obtaining an Associate of Science degree is not as precise as that of earning an AA/BA. When focusing on students' that started in with a STEM related interest, there was no significant impact of math remediation on them persisting in STEM (earning an AS/BS), although this is also not a precise estimate given only 149 out of 2,018 students persisted in STEM. Seeing that very few students' start in STEM and even fewer persist Study 3 focuses on understanding the complex STEM pathways of Latinx students in community colleges. Community college is part of many students' STEM pathway, especially for Latinx students in California. Latinx students tend to be overrepresented in community colleges and remediation courses (Snyder, De Brey, & Dillow, 2016; Jones, Sugar, Baumgardner, Raymond, Moore, Davidson, & Denham, 2012). Thus, in order to better understand the experiences of a particular group in community college and their pathway in and out of STEM, I conducted exploratory semi-structured interviews of 18 Latinx students. This last paper focuses on the different internal and external factors that impact Latinx students' major choice and academic decisions (e.g., course taking options). This study reveals the complexity of their everyday lives trying to complete STEM course sequences while working part-or full-time jobs, the importance of having access to good course assistance, how students' engage with STEM, what Latinx students do to be successful in these fields, and what community colleges can do to assist them with their needs. This study also discusses the factors that are impacting community college Latinx students who switch from STEM to non-STEM fields or non-STEM to STEM fields, and how their experiences in their coursework (e.g., remedial versus college level math) differs and impacts their major of choice. By combining the status attainment theory framework and community cultural wealth conceptual framework, this study demonstrates how students connect different academic and personal interests with their degree and career goals, as well as the capital and persistence students bring from their culture and their upbringing to their academics. My dissertation addresses diverse factors that impact students at different points of their STEM pathway. By understanding the impact of diverse programs, educators and policy makers can use this information to assess how they can enhance particular resources and how they can improve STEM education especially for Latinx students. For example, policy makers and institutions of higher education can work together to create better work-study programs that align with students' interests and design programs that allow students to shadow STEM professionals. This policy relevant dissertation contributes to our knowledge on vulnerable communities in an academic area where students of color are needed and continue to be underrepresented. My research shows how resources may have unintended impacts for students and how resources also have differential impacts for different groups of students. Not all students are exposed to the same resources, or the same capital, particularly the social capital and social networks that can open the door to STEM interests or potential STEM careers. There are school resources that appear to have the ability to assist and engage students, but are not being implemented to their full potential. Students should have the opportunity to explore STEM fields and understand what STEM degrees consist of before dismissing it as an option.

Interacting the School-to-prison and STEM Pipelines

Author : Jason Jabbari
Publisher :
ISBN 13 :
Total Pages : 181 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis Interacting the School-to-prison and STEM Pipelines by : Jason Jabbari

Download or read book Interacting the School-to-prison and STEM Pipelines written by Jason Jabbari and published by . This book was released on 2019 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the belief that the discipline and academics are fundamentally related, opposing student opportunity structures, such as the School to Prison (STP) pipeline and the Science, Technology, Engineering, and Math (STEM) pipeline, are often studied as separate phenomena. As a result, previous research has been limited in its ability to explore problems and seek solutions to the overrepresentation of students of color in the STP pipeline and the underrepresentation of students of color in the STEM pipeline. By examining these phenomena in concert with each other, this three-article dissertation provides important insights into both the individual and institutional factors that impact a student's entrance and persistence into each respective pipeline. Using a recent national longitudinal study of high school students, this dissertation demonstrates, a) how suspensions can influence outcomes related to the STEM pipeline, as well as how math achievement can influence outcomes related to the STP pipeline, b) how the interactions among suspension and math achievement are uniquely experienced by different race-gender intersections of identity, and c) how the impacts of suspensions on math achievement and college entrance can be experienced indirectly through attendance in high-suspension schools.Findings from this dissertation demonstrate that discipline and academics are deeply interrelated. First, through multilevel regression modeling in article one, results demonstrate reciprocal relationships: suspensions significantly influenced outcomes related to the STEM pipeline, while math achievement significantly influenced outcomes related to the STP pipeline. Nevertheless, in both cases, within-pipeline influences remained strong and only marginally lessened the impact of cross-pipeline influences in some cases. Highlighting the varying roles of race--both at the student and school-level--in each pipeline, we conclude article one with a discussion of implications for policy and practice. Next, through latent difference score and structural equation modeling in article two, results demonstrate that suspensions significantly decreased math achievement and that the significant interactions among the STP and STEM pipelines have the effect of "pushing" students out of high school over time. Moreover, the strength of these structural interactions was different for advantaged and disadvantaged race-gender groups within and across each respective pipeline. The accumulation and saturation of these advantages and disadvantages inform our concluding discussion of policy implications in article two. Last, through propensity score weighting in article three, results demonstrate that when controlling for an individual's suspensions, as well as a school's overall level of social disorder, attending a high-suspension high school significantly decreases a student's math test scores during their junior year of high school, while also decreasing a student's odds of attending college full-time. Significant race interactions inform our discussion of policy implications at the conclusion of article three.

STEM Education Reform in Urban High Schools

Author : Margaret A. Eisenhart
Publisher : Harvard Education Press
ISBN 13 : 1682537633
Total Pages : 251 pages
Book Rating : 4.6/5 (825 download)

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Book Synopsis STEM Education Reform in Urban High Schools by : Margaret A. Eisenhart

Download or read book STEM Education Reform in Urban High Schools written by Margaret A. Eisenhart and published by Harvard Education Press. This book was released on 2022-08-16 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: STEM Education Reform in Urban High Schools gives a nuanced view of the obstacles marginalized students face in STEM education—and explores how schools can better support STEM learners. Reporting the results of a nine-year ethnographic study, the book chronicles the outcomes of various STEM education reforms in eight public high schools with nonselective admissions policies and high proportions of low-income and minoritized students: four schools in Denver, Colorado, and four in Buffalo, New York. Margaret A. Eisenhart and Lois Weis follow the educational experiences of high-ability students from each school, tracking the students' high school-to-college-to-career trajectories. Through interviews with students, educators, and parents, as well as classroom and campus observations, the authors identify patterns in the educational paths of students who go on to great success in STEM occupations and those who do not. They discuss common mechanisms that undermine the stated goals of STEM programming—opportunity structures that are inequitable, erosion of program quality, and diversion of resources—as well as social and cultural constructs (the figured worlds of STEM) that exclude many minoritized students with potential for success from the STEM pipeline. On a broader scope, the book explores how and why STEM education reform efforts fail and succeed. With an eye toward greater access to STEM learning, the authors show how lessons of past measures can inform future STEM initiatives.

Handbook of Research on STEM Education

Author : Carla C. Johnson
Publisher : Routledge
ISBN 13 : 0429664648
Total Pages : 619 pages
Book Rating : 4.4/5 (296 download)

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Book Synopsis Handbook of Research on STEM Education by : Carla C. Johnson

Download or read book Handbook of Research on STEM Education written by Carla C. Johnson and published by Routledge. This book was released on 2020-04-27 with total page 619 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Research on STEM Education represents a groundbreaking and comprehensive synthesis of research and presentation of policy within the realm of science, technology, engineering, and mathematics (STEM) education. What distinguishes this Handbook from others is the nature of integration of the disciplines that is the founding premise for the work – all chapters in this book speak directly to the integration of STEM, rather than discussion of research within the individual content areas. The Handbook of Research on STEM Education explores the most pressing areas of STEM within an international context. Divided into six sections, the authors cover topics including: the nature of STEM, STEM learning, STEM pedagogy, curriculum and assessment, critical issues in STEM, STEM teacher education, and STEM policy and reform. The Handbook utilizes the lens of equity and access by focusing on STEM literacy, early childhood STEM, learners with disabilities, informal STEM, socio-scientific issues, race-related factors, gender equity, cultural-relevancy, and parental involvement. Additionally, discussion of STEM education policy in a variety of countries is included, as well as a focus on engaging business/industry and teachers in advocacy for STEM education. The Handbook’s 37 chapters provide a deep and meaningful landscape of the implementation of STEM over the past two decades. As such, the findings that are presented within provide the reader with clear directions for future research into effective practice and supports for integrated STEM, which are grounded in the literature to date.

A Systems Approach to Improving K-12 STEM Education

Author : United States. Congress. House. Committee on Science and Technology (2007). Subcommittee on Research and Science Education
Publisher :
ISBN 13 :
Total Pages : 88 pages
Book Rating : 4.:/5 (318 download)

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Book Synopsis A Systems Approach to Improving K-12 STEM Education by : United States. Congress. House. Committee on Science and Technology (2007). Subcommittee on Research and Science Education

Download or read book A Systems Approach to Improving K-12 STEM Education written by United States. Congress. House. Committee on Science and Technology (2007). Subcommittee on Research and Science Education and published by . This book was released on 2010 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:

STEM Integration in K-12 Education

Author : National Research Council
Publisher : National Academies Press
ISBN 13 : 0309297990
Total Pages : 143 pages
Book Rating : 4.3/5 (92 download)

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Book Synopsis STEM Integration in K-12 Education by : National Research Council

Download or read book STEM Integration in K-12 Education written by National Research Council and published by National Academies Press. This book was released on 2014-02-28 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States. STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes.

Raising the Bar

Author : United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Elementary, and Secondary Education
Publisher :
ISBN 13 :
Total Pages : 52 pages
Book Rating : 4.:/5 (319 download)

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Book Synopsis Raising the Bar by : United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Elementary, and Secondary Education

Download or read book Raising the Bar written by United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Elementary, and Secondary Education and published by . This book was released on 2013 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:

STEM Education 2.0

Author : Alpaslan Sahin
Publisher : BRILL
ISBN 13 : 9004405402
Total Pages : 388 pages
Book Rating : 4.0/5 (44 download)

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Book Synopsis STEM Education 2.0 by : Alpaslan Sahin

Download or read book STEM Education 2.0 written by Alpaslan Sahin and published by BRILL. This book was released on 2019-08-12 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: STEM Education 2.0. discusses the most recent research on important selected K-12 STEM topics by synthesizing previous research and offering new research questions.

STEM Education: An Emerging Field of Inquiry

Author :
Publisher : BRILL
ISBN 13 : 900439141X
Total Pages : 249 pages
Book Rating : 4.0/5 (43 download)

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Book Synopsis STEM Education: An Emerging Field of Inquiry by :

Download or read book STEM Education: An Emerging Field of Inquiry written by and published by BRILL. This book was released on 2018-11-01 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a contemporary focus on significant issues in STEM teaching, learning and research that are valuable in preparing students for a digital 21st century. The book chapters cover a wide spectrum of issues and topics using a wealth of research methodologies and methods.

Identifying and Supporting Productive STEM Programs in Out-of-School Settings

Author : National Research Council
Publisher : National Academies Press
ISBN 13 : 0309373654
Total Pages : 161 pages
Book Rating : 4.3/5 (93 download)

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Book Synopsis Identifying and Supporting Productive STEM Programs in Out-of-School Settings by : National Research Council

Download or read book Identifying and Supporting Productive STEM Programs in Out-of-School Settings written by National Research Council and published by National Academies Press. This book was released on 2015-10-26 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: More and more young people are learning about science, technology, engineering, and mathematics (STEM) in a wide variety of afterschool, summer, and informal programs. At the same time, there has been increasing awareness of the value of such programs in sparking, sustaining, and extending interest in and understanding of STEM. To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in out-of-school settings. Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. The report provides guidance on how to evaluate and sustain programs. This report is a resource for local, state, and federal policy makers seeking to broaden access to multiple, high-quality STEM learning opportunities in their community.

STEM and the City

Author : Clair T. Berube
Publisher : IAP
ISBN 13 : 1623966396
Total Pages : 125 pages
Book Rating : 4.6/5 (239 download)

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Book Synopsis STEM and the City by : Clair T. Berube

Download or read book STEM and the City written by Clair T. Berube and published by IAP. This book was released on 2014-05-01 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The future of American STEM education is here...in every state, there are thousands students that would benefit from science education, if only they had the resources, support systems and psychological ownership. There are brilliant young minds that could be called on to solve a myriad of world problems, earning money and respect in the process. But these students don’t see science as a viable option for a life. Or they do but there are no textbooks in the classroom, or the teacher is the fifth one this semester...and he is on the verge of leaving too. If STEM (science, technology, engineering and mathematics) careers are the future driving force of the American economy; and if only an anointed few American students choose STEM as a career path, where will that leave us as a nation as we strive to compete on the global stage? Will America maintain its position as leader of the free world? Can a country that shuns the word “elite” ever maintain its elite status? Everything we value depends on this; our national security, reputation, and quality of life all depend on our ability to meet the needs of future generations of American workers as they compete for jobs. Jobs that will require problem solving skills, innovation, creativity, scientific literacy, and mathematical knowledge. Jobs that will require Americans who are tops in their fields with expertise, intellectual curiosity, ambition and vision. This book seeks to address these problems, as well as providing an historical backdrop for the discussion of STEM in American schools, race and gender issues, the effects of the standards movement on STEM, and what good teaching looks like in urban public schools. The future is here. Will we rise to the occasion?