eric.ed.gov har udgivet: Business leaders in Michigan 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. Yet there is much work to do. Students have made little progress in math since 2003, and racial achievement gaps loom large. As it stands, not enough students–least of all minorities–have the chance to learn rich and challenging content that prepares them for college and careers, and math and science teachers say they lack the resources to succeed. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Utah 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. Utah students have made some progress in math since 2003, yet not enough have the chance to learn challenging content to prepare them for college and careers. Few eighth graders have teachers with undergraduate majors in math. The gender imbalance in computing degrees is higher in Utah than in almost any other state. Link til kilde
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eric.ed.gov har udgivet: Business leaders in South Carolina 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. South Carolina students’ performance in K-12 math and science has been basically flat since 2003, and not enough students–least of all minorities–are exposed to challenging content to prepare them for college and careers. Most eighth graders don’t have teachers with an undergraduate major in math or science. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Missouri 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. Missouri students have made some progress in math over the past decade. Not enough students have the chance to learn rich and challenging content to prepare them for college and careers, and few eighth graders have teachers with an undergraduate major in math or science. Large racial and ethnic achievement gaps persist in Missouri, as in all states. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Hawaii 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. Hawaii students have made strong progress in math over the past decade. Yet not enough students get the chance to learn rich and challenging content that prepares them for college and careers, and Latino students are least likely to have access to teachers and schools that have the resources they need in math and science. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Georgia 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. The state’s students have made real progress in math over the past decade, though that progress has slowed. Large racial and ethnic achievement gaps persist in Georgia, as in all states. Not enough students get the chance to learn rich and challenging content that prepares them for college and careers, and few eighth graders have teachers with an undergraduate major in math or science. Link til kilde
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eric.ed.gov har udgivet: TechMath is a professional development program that forms collaborations among businesses, colleges, and schools for the purpose of promoting Science, Technology, Engineering, and Mathematics (STEM) careers. TechMath has provided strategies for creating highquality professional development by bringing together teachers, students, and business partners to allow teachers to design Problem-Based Learning (PBL) modules. Teachers reported that their participation enhanced their understanding of business applications for mathematics and science instruction. Results from surveys, questionnaires, and focus group sessions prompted recommendations for researchers, administrators, and practitioners interested in preparing students for STEM careers. Link til kilde
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eric.ed.gov har udgivet: This case study of a math and science teacher in a private religious school looks at the impact of a teacher’s religious beliefs on her experience of engaging with ethical issues in her practice. A Freirean ethical framework is used to analyze her struggles with differences between her own personal religious convictions and those of the school in which she teaches, avoiding undue influence on her students’ developing beliefs, and the inherent violence of schooling. This case provides an example of ways in which discussions with teachers about professional ethics might be broadened beyond codes and regulations to the everyday embodied, social milieu in which they work. Link til kilde
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eric.ed.gov har udgivet: This study examines cases of teacher leaders in a professional development program that employed teacher inquiry to promote student inquiry. Program documents, observations, and interviews were examined to create three cases of high school science and math teachers learning to inquire in tandem. Guided by Cochran-Smith and Lytle’s (2009) “inquiry stance,” the study shows how commitment to student inquiry comes through learning gained through teacher inquiry. While conceptual understandings of teacher and student inquiry reinforced the learning of both, the parallel development of practical skills for both inquiry processes was not observed. Such conceptual growth was neither steady nor linear and characterized by some backward movement followed by significant shifts in thinking. Growth was grounded in increased experience with the process over time that deepened the teachers’… Continue Reading →
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eric.ed.gov har udgivet: This article looks at how professional learning communities (PLCs) have become an operational approach for professional development with potential to de-isolate the teaching experience in the fields of science, technology, engineering, and mathematics (STEM). The authors offer a short synopsis of the intellectual origins of PLCs, provide multiple examples of PLCs employed in projects funded by the National Science Foundation (NSF) through its Math and Science Partnership (MSP) program, and consider benefits for varied aspects of the teaching and learning environment. (Contains 1 footnote.) Link til kilde
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