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Relevant bibliographies by topics / STEM, STEM landscape, STEM education, school reform

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Journal articles
Dissertations / Theses
Book chapters
Conference papers

Academic literature on the topic 'STEM, STEM landscape, STEM education, school reform'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "STEM, STEM landscape, STEM education, school reform"

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Guerrero, Shannon, Terry Crites, Jeffrey Hovermill, and Brian Beaudrie. "An Innovative STEM Education Framework for a Changing Educational Landscape." Journal of Curriculum and Teaching 7, no. 2 (2018): 88. http://dx.doi.org/10.5430/jct.v7n2p88.

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This article describes features of NAUTeach, a secondary mathematics teacher preparation program that is modeled onthe UTeach program at the University of Texas-Austin. NAUTeach is a research-based STEM program that developsthe next generation of mathematics and science teachers by engaging them in rigorous content and methodologycoursework specifically developed to provide a broad, cross-curricular framework of innovativeinstruction. NAUTeach has been specifically designed to serve the needs of preservice mathematics and scienceteachers as they embark on teaching a new generation of students

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Gottfried, Michael A., and Cameron Sublett. "Does Applied STEM Course Taking Link to STEM Outcomes for High School Students With Learning Disabilities?" Journal of Learning Disabilities 51, no. 3 (2017): 250–67. http://dx.doi.org/10.1177/0022219417690356.

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Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students’ interests and long-term pursuits in STEM areas. While prior research has examined whether these courses link to STEM persistence for the general student population, no work has examined the role of these courses for students with learning disabilities (LDs). This is a critical lapse, as these courses have been supported a

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Kim, So-Yeon, 권서경, and 윤지환. "Adopting mobile-assisted teaching and learning English speaking to Korean middle school classrooms: Assertions on language education reform." STEM Journal 16, no. 3 (2015): 151–77. http://dx.doi.org/10.16875/stem.2015.16.3.151.

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Gitari, Wanja, Daniel Foster, and Nasim Mashhadi. "A Commentary on Kenya’s Response to the Global STEM Movement from Social Justice Perspectives: Would School-Community Innovation Centres/Makerspaces Address Apparent Gaps in the Proposed Curriculum?" Comparative and International Education 49, no. 1 (2020): 1–17. http://dx.doi.org/10.5206/cie-eci.v49i1.13437.

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This paper discusses Kenya’s proposed STEM curriculum in the context of the new education system. The new education system aims at socioeconomic development following Kenya’s Vision 2030 and the United Nations Sustainable Development Goals (SDGs). The paper refers to social justice perspectives to discuss strengths and weaknesses of the proposed STEM curriculum. Our exploration of the reform documents led to the question: Has Kenya got the means to benefit from the progressive reform ideas given meagre resources and local worldviews that might conflict with the scientific/STEM worldview? In re

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David, Bernard G., Michael Marder, Jill Marshall, and María González-Howard. "How do students experience choice? Exploring STEM course-offerings and course-taking patterns in Texas charter and non-charter public schools." education policy analysis archives 28 (August 17, 2020): 123. http://dx.doi.org/10.14507/epaa.28.4484.

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Charter schools are positioned by proponents as a key component of reform efforts striving to expand school choice. Proponents argue that charter schools have the flexibility to experiment with novel curricular and instructional models outside the constraints of the traditional public education system, and therefore have the potential to transform students’ experiences. Influential reports over the last three decades have highlighted the need to improve students’ preparation in STEM, and charter schools have emerged as a reform with the potential to do so. This work uses methods from social ne

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Ralls, Deborah, Lynne Bianchi, and Sophina Choudry. "‘Across the Divide’: Developing Professional Learning Ecosystems in STEM Education." Research in Science Education 50, no. 6 (2018): 2463–81. http://dx.doi.org/10.1007/s11165-018-9789-5.

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AbstractThis paper reports the findings from a cross-sector research project designed to question how the development of university-school partnerships can influence university academics’ pedagogic practice in Science, Technology, Engineering and Mathematics (STEM). Findings from this research are offered at time when, in parallel with countries around the world, universities and schools in England are being encouraged to review and reflect on the quality of teaching and professional development, in line with the Teaching Excellence Framework consultation (2016) and the Standards for Professio

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Wu, Yufei, Jiaming Cheng, and Tiffany A. Koszalka. "Transdisciplinary Approach in Middle School: A Case Study of Co-teaching Practices in STEAM Teams." International Journal of Education in Mathematics, Science and Technology 9, no. 1 (2020): 138–62. http://dx.doi.org/10.46328/ijemst.1017.

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A call for educational reform motivated this school system to devise an enhanced version of STEM in their middle school. This case provides rich descriptions of how eighth grade middle school teachers, from multiple disciplines, enacted a STEAM team model that integrated Language Arts into STEM. These STEAM team teachers were systematically studied during field observations of 100+ class sessions using what they referred to as transdisciplinary co-teaching, flexible scheduling, and multiple types of physical spaces to further engage students. Different dimensions of co-teaching were observed.

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Santos, Luis M. Dos. "From Industry Professionals to Secondary School Teachers: The Relationship between Second Career-Changing Teachers and Social Cognitive Career Theory." Academic Journal of Interdisciplinary Studies 10, no. 5 (2021): 150. http://dx.doi.org/10.36941/ajis-2021-0130.

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The science, technology, engineering, and mathematics (STEM) education and teaching field is facing significant human resources shortages, particularly in the subject matter of environmental sciences education. The current study collected interview and focus group data and sharing from 220 pre-service and in-service second career-changing teachers in the United States about their career decision and decision-making process. The results of this study indicated that the participants believe educating the next generation is their priority of joining the education and teaching profession. Many exp

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Davidi, Elisabeth Irma Novianti, Eliterius Sennen, and Kanisius Supardi. "Integrasi Pendekatan STEM (Science, Technology, Enggeenering and Mathematic) Untuk Peningkatan Keterampilan Berpikir Kritis Siswa Sekolah Dasar." Scholaria: Jurnal Pendidikan dan Kebudayaan 11, no. 1 (2021): 11–22. http://dx.doi.org/10.24246/j.js.2021.v11.i1.p11-22.

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Improving the quality of education in Indonesia can be developed through the implementation of education reform. One form of educational reform can be done by using a learning approach that can assist teachers in producing experts using the STEM (Science, Technology, Engineering, and Mathematics) approach. The initial findings revealed only about 47.8% of elementary school students in Wae Ri'i sub-district (grade V) who still had not achieved satisfactory scientific and mathematical scores according to the minimum passing grade. This study aims to see the effectiveness of the STEM approach in

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Darling-Hammond, Linda. "Performance-Based Assessment and Educational Equity." Harvard Educational Review 64, no. 1 (1994): 5–31. http://dx.doi.org/10.17763/haer.64.1.j57n353226536276.

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The use of educational testing in the United States has been criticized for its inequitable effects on different populations of students. Many assume that new forms of assessment will lead to more equitable outcomes. Linda Darling-Hammond argues in this article, however, that alternative assessment methods, such as performance-based assessment, are not inherently equitable, and that educators must pay careful attention to the ways that the assessments are used. Some school reform strategies, for example, use assessment reform as a lever for external control of schools. These strategies, Darlin

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Dissertations / Theses on the topic "STEM, STEM landscape, STEM education, school reform"

1

Miller, Kurtz K. "The Apparent Heterogeneity of the National Stem Landscape: Does it Reflect Reality or is it an Illusion?" University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1386869702.

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Walton, Janet Brown. "Partners for Change: A Mixed Methods Case Study of an Intermediary-led Partnership for STEM Education Reform." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810984.

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Book chapters on the topic "STEM, STEM landscape, STEM education, school reform"

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Feldman, Allan, Molly Nation, Glenn Gordon Smith, and Metin Besalti. "The Use of Complementary Virtual and Real Scientific Models to Engage Students in Inquiry." In Optimizing STEM Education With Advanced ICTs and Simulations. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2528-8.ch002.

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This chapter reports on a four-year study to change how climate change science is taught and learned in schools. The goal of the Climate Change Narrative Game Education (CHANGE) project is to take what is known about reform-based practices, incorporating students' lived experiences into the curriculum, and the integration of Information and Communications Technology (ICT) into the classroom. CHANGE uses the following: scientifically realistic text narratives (text stories with local characters, 50-100 years in the future, a local, place-based approach, a focus on the built environment, the use of simulations and games based on scientific data, and a web-based “intermedia” eBook narrative where sections of narrative text alternate with simulations and computer games. The chapter reports on the ways that we have used the above principles to connect classrooms and communities and school science with academic science to facilitate student inquiry into climate science by combining virtual serious educational games with in class, hands-on inquiry using scientific models.

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Rochester, Ramonia R. "A Comparative Analysis of Single-Sex Education in the United Kingdom and Australia." In Handbook of Research on Education and Technology in a Changing Society. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch088.

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Single-gender education or Single-Sex Education (SSE) has reemerged in the educational reform discussion as experts seek to establish clearer pathways to literacy in the 21st century. SSE discusses how students learn best in a convergent global model of emergent literacy practices. Views of single-gender education in the UK and Australia differ with respect to motivational underpinnings and perceptions of the efficacy of SSE. Central to the SSE debate in both countries is the widening achievement gap between boys and girls, particularly in the Science, Technology, Engineering, and Mathematics (STEM) disciplines. Both countries are moving toward a parallel model of SSE, offering gender-differentiated instruction in single-gender classrooms within co-educational schools. The chapter compares SSE in the two countries with respect to gender perspectives in curriculum and pedagogy; cultural, religious, and socio-economic motivations in school orientations; and the perceived returns on education for students schooled in a single-sex environment.

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Bertrand, Marja, and Immaculate Kizito Namukasa. "Integrating Computational Thinking and Mathematics." In Advances in Educational Technologies and Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1479-5.ch005.

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Globally, computational thinking and coding in schools has become more popular as well as a growing area of interest in education reform. Coupling coding with creative thinking promises to meaningfully engage students in their learning and to improve their coding and computational thinking skills. This prompts discussions about STEAM (Science, Technology, Engineering, Arts, and Mathematics), which promotes creativity and innovation through the integration of the arts in STEM subjects. This study addresses the following question: What mathematics and computational thinking do students learn through different models of STEAM education in non-profit and in-school contexts? A small sample was taken of four different STEAM programs in Ontario, Canada. We carried out a qualitative case study with 103 participants, 19 adults and 84 students. The findings from this study have implications for designing, implementing and researching K-8 STEAM programs that promote coding and computational thinking skills in the context of learning mathematics.

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Bertrand, Marja, and Immaculate Kizito Namukasa. "Integrating Computational Thinking and Mathematics." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2411-7.ch009.

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Globally, computational thinking and coding in schools has become more popular as well as a growing area of interest in education reform. Coupling coding with creative thinking promises to meaningfully engage students in their learning and to improve their coding and computational thinking skills. This prompts discussions about STEAM (Science, Technology, Engineering, Arts, and Mathematics), which promotes creativity and innovation through the integration of the arts in STEM subjects. This study addresses the following question: What mathematics and computational thinking do students learn through different models of STEAM education in non-profit and in-school contexts? A small sample was taken of four different STEAM programs in Ontario, Canada. We carried out a qualitative case study with 103 participants, 19 adults and 84 students. The findings from this study have implications for designing, implementing and researching K-8 STEAM programs that promote coding and computational thinking skills in the context of learning mathematics.

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Conference papers on the topic "STEM, STEM landscape, STEM education, school reform"

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Fontenot, Dean, John R. Chandler, Susan Talkmitt, and Kaycie Sullivan. "The Texas high school initiative aims at STEM education reform: Texas Tech University T-STEM Center—Putting the “E” in K-12 STEM education." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418096.

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Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.

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STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning

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