eric.ed.gov har udgivet: Business leaders in New Hampshire cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. New Hampshire students have made some progress in math over the past decade. Yet too few eighth graders have teachers with an undergraduate major in math, especially in low-income communities. The state should pay special attention to improving science education. Elementary schools spend precious little time on the subject, and schools lack resources for the subject. Link til kilde
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eric.ed.gov har udgivet: Business leaders in New Mexico cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. New Mexico students have made progress in math over the past decade. Yet not enough students–least of all minority students–have the chance to learn challenging content to prepare them for college and careers. What’s more, very few eighth graders have teachers with an undergraduate major in math or science, and science teachers say they lack the resources they need. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Florida cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Students in Florida have made some progress in math over the past decade. Yet not enough get the chance to learn challenging content that prepares them for college and careers, and few eighth graders have teachers with an undergraduate major in math. Florida teachers also say they do not have all the resources they need to succeed. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Alaska cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Alaska students have made little progress in math over the past decade. Not enough have the chance to learn rich and challenging content to prepare them for college and careers, and most of the state’s eighth graders don’t have teachers with an undergraduate major in math, though the state fares better when it comes to science teachers. Link til kilde
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eric.ed.gov har udgivet: Achieving high-quality preschool at scale is challenging; to do so likely entails a combination of program standards, teacher qualifications and compensation, on-site quality monitoring, and professional development (PD). This study aims to examine the impact of investments in PD within the context of an expansion of universal preschool in one of the nation’s largest school districts. We leverage the opportunity provided by a “natural experiment” to estimate PD’s effects that embeds an evidence-based math curriculum in interdisciplinary units of study with coaching support on teacher math practices. A total of 95 schools participated in this study (51 treatment and 44 comparison schools). Treatment sites implemented more teacher-led math activities for a longer period compared to control sites. The size and magnitude of the impacts of a curriculum… Continue Reading →
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eric.ed.gov har udgivet: States have often introduced programs supporting science, technology, engineering and math in the secondary grades. Yet the evidence of STEM’s positive impact on young children’s development makes a compelling case for engaging learners in pre-K through third grade in consistent, authentic and high-quality STEM experiences. High-quality P-3 STEM learning need not — and should not — be viewed as an add-on to an already crowded set of learning objectives. Instead, states can integrate early STEM opportunities to advance developmentally appropriate practice and young learners’ growth in literacy and numeracy, executive function and 21st century skills. This Policy Guide, informed by experts in early education and STEM fields, identifies policies and actions a state can adopt to bring STEM opportunities to the early grades. Link til kilde
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eric.ed.gov har udgivet: The United States Agency for International Development (USAID) works in more than 50 developing countries to ensure that children have access to a quality education and the skills needed to be productive members of society. USAID invests in global education because they know that the positive effects of education are far-reaching – that it serves as a driver for all other development and for the reduction of extreme poverty. USAID’s education work focuses on improving the reading skills of children; strengthening youth workforce development and higher education; and expanding access to quality education in crisis and conflict environments. USAID partners to leverage resources and expertise, strengthen education systems and drive change so that children and youth can learn. The United States has historically championed efforts to improve… Continue Reading →
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eric.ed.gov har udgivet: A large number of students in American public schools attend rural schools. In this paper, the authors explore rural science, technology, engineering, and math (STEM) education and the issues associated with STEM education for students, teachers, and parents in rural communities. Characteristics of rural STEM education are examined to highlight unique considerations for this context. The authors conclude with the recommendation that more research is needed that specifically addresses rural STEM education. Link til kilde
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eric.ed.gov har udgivet: This document contains the appendixes for the full report, “Teacher Turnover and Access to Effective Teachers in the School District of Philadelphia”. The School District of Philadelphia (SDP) provided data on teacher employment, teacher characteristics, student-teacher linkages, and school characteristics. The district’s Office of Research and Evaluation provided data on the grades and subjects that teachers taught by school year and data that enabled the study team to identify each student’s teachers by subject for research question 1. Finally, the Office of Research and Evaluation provided data on school characteristics, including student demographic characteristics, student proficiency level on state math and English language arts assessments, and school-level results from districtwide teacher surveys. A list of all data sources and variables used in the study, along with the… Continue Reading →
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eric.ed.gov har udgivet: Research in this study examined the factors that affect teachers’ attitudes, concerns, and self-efficacy toward inclusive education in the Science, Technology, Engineering, and Math (STEM) classrooms. The study was driven by the following overarching research question: Is there a significant correlation between teachers’ attitudes and teachers’ self-efficacy toward inclusive education in STEM classrooms? A sample of 198 teachers who taught at least one of the STEM subjects were selected randomly from various K-12 schools in Louisiana. A four-part survey questionnaire with reliable validity was used to collect data indicators. An ANOVA and t-test were used to analyze effect of demographic factors on teachers’ attitudes, concerns, and self-efficacy toward inclusive education. Pearson’s correlation coefficient was used while investigating correlations between attitudes of teachers and their self-efficacy toward inclusive… Continue Reading →
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