tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Concerns over the supply of highly-skilled (HS) science, technology, engineering and maths (STEM) workers are well established and have been a feature of policy discourse in the UK for more than 50 years. Since the 2016 referendum on leaving the European Union, these concerns have been exacerbated by uncertainty about the movement of labour between UK and Europe. More recently, the COVID-19 pandemic has highlighted the importance of STEM skills in a wide range of areas. However, despite continued government investment in initiatives to address these concerns, the evidence base for shortages is neither well-established nor compatible with economic theories of labour supply. In order to fill a gap in the current evidence, we report on a unique analysis… Continue Reading →
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eric.ed.gov har udgivet: This report examines issues in the low achievement of American students in mathematics, with emphasis on the low representation of minority students in this field. American myths about mathematics which emphasize the importance of innate ability rather than hard work are seen as reinforcing racial and gender stereotypes about who can do mathematics. Examples of prominent mathematicians and physicists whose lives counter these myths are offered. Comparisons are made showing that American students at all levels lag behind their foreign counterparts in mathematics achievement. Details of these comparisons and how they have influenced reform efforts in mathematics education are considered. Specific barriers to mathematics achievement experienced by minority students are identified and statistics showing minority underrepresentation in this field are detailed. The Strengthening Underrepresented Minority Mathematics Achievement… Continue Reading →
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eric.ed.gov har udgivet: For almost 50 years, ACT has played a pivotal role in promoting student access into and success in science, technology, engineering, and mathematics (STEM) careers. Through academic and career assessments, career development tools, and extensive research, they have helped inform students, parents, teachers, career counselors, employers, and policymakers about the skills that are needed to perform effectively in STEM fields. ACT’s EPAS[TM] (Educational Planning and Assessment System) is the only longitudinal assessment system that begins measuring students’ college readiness in middle school and follows students into high school and college to evaluate their persistence and success. What ACT’s research shows is clear: The students most likely to major in STEM fields in college and persist to earn their degrees are those who develop interests in STEM careers… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The so-called leaking STEM pipeline (dropout in STEM education) has been the subject of many studies. The large interest of scholars in plausible causes of this leakage has resulted in a number of meta-reviews describing factors at system, school and student level related to interest and persistence in STEM education. The STEM pipeline discussion has also resulted in a large number of programmes aimed at enhancing STEM interest and persistence in STEM education. Although these programmes have been widely evaluated, there seems to be no consensus about which interventions are successful in raising interest in STEM or persistence in STEM education. This study reports the results of a systematic review of empirical studies in which the effectiveness of… Continue Reading →
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eric.ed.gov har udgivet: I investigate the determinants of high school completion and college attendance, the likelihood of taking science, technology, engineering or math (STEM) courses in the first year of college and the probability of earning a degree in a STEM field. The focus is on women and minorities, who tend to be underrepresented in STEM fields. Tracking four cohorts of students throughout Florida, I find that large differences in math achievement across racial lines exist as early as elementary school and persist through high school. These achievement differences lead to higher drop-out rates in high school and a reduced probability of attending college for black students. However, conditional on immediately attending a four-year college after high school, black and Hispanic students are more likely than whites to take STEM… Continue Reading →
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eric.ed.gov har udgivet: In today’s fast-moving and interconnected world, high school and college graduates must be able to think critically and generate creative solutions to address complex problems. With the world producing new knowledge at an exponential rate, we cannot anticipate what all these future challenges will be. Without a doubt, they will impact a society that is more diverse and complex than ever before. This is especially true in California, where the majority of the population is non-White and increasingly low income, and almost half of its residents speak a language other than English at home. Young people–particularly those who are Black, Latino, multilingual, or who grow up in under-resourced communities–must play a central role in addressing California’s social, economic, and environmental challenges. It is particularly urgent that California’s… Continue Reading →
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eric.ed.gov har udgivet: The proposed federal STEM Teacher Pathway program seeks to produce 100,000 new, high-quality math and science teachers in the next decade. How difficult will the goal be to achieve? This report uses data from the ACT® college readiness assessment to examine the feasibility of producing 100,000 high-quality math and science teachers in the next decade and finds that there is an insufficient number of graduates interested in and capable of math and science teaching to meet the 100,000 high-quality teacher goal. Of the 1.3 million 2012 ACT-tested graduates who tested during either their junior or senior year and were either “fairly sure” or “very sure” of their potential career occupation, only 0.25% identified that they wanted to be math teachers and 0.06% wanted to be science teachers.… Continue Reading →
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