eric.ed.gov har udgivet: Last December, the Science, Technology, Engineering, and Mathematics (STEM) Education Coalition–a national organization of more than 600 groups representing knowledge workers, educators, scientists, engineers, and technicians–wrote to President-elect Obama urging him to “not lose sight of the critical role that STEM education plays in enabling the United States to remain the economic and technological leader of the 21st century global marketplace.” While that imperative appears to have resonated in Washington, has it and should it resonate in Madison? This report attempts to answer that question by examining the extent to which STEM skills are a necessity for tomorrow’s Wisconsin workforce, whether schools are preparing students to be STEM-savvy workers, and where STEM falls in the state’s list of educational priorities. The author and his colleagues find that… Continue Reading →
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eric.ed.gov har udgivet: In the fall of 2009, the President asked his President’s Council of Advisors on Science and Technology (PCAST) to develop specific recommendations concerning the most important actions that the administration should take to ensure that the United States is a leader in STEM (science, technology, engineering, and mathematics) education in the coming decades. In responding to this charge, PCAST decided to focus initially on the K-12 level. This report examines the history of Federal support for STEM education and consider actions that the Federal Government should take with respect to improving leadership and coordination. Subsequent chapters discuss Standards and Assessments, Teachers, Technology, Students, and Schools. Many of the recommendations in this report can be carried out with existing Federal funding. Some of the recommendations could be funded… Continue Reading →
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eric.ed.gov har udgivet: According to the Department of Education, there are more than 2,000 teacher preparation programs (TPPs) in the United States, but despite these numbers, concerns remain about the quality and quantity of STEM teachers in the workforce. The UTeach teacher preparation program (TPP), founded at the University of Texas at Austin in 1997, is specifically designed to address these concerns by recruiting students directly from STEM majors and offering students the opportunity to receive a secondary STEM teaching certification alongside their STEM degree with no additional time in college. While UTeach has undoubtedly increased the number of teachers produced at universities that have adopted the program, questions remain as to the quality of those teachers when compared to other teachers in the workforce. UTeach has never had a… Continue Reading →
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eric.ed.gov har udgivet: The share of women achieving tertiary education has increased rapidly over time and now exceeds that of men in most OECD countries. However, women are severely under-represented in maths-intensive science fields, which are generally referred to as STEM (science, technology, engineering, and maths). The under-representation of women in these subject areas has received a great deal of attention. This is because these fields are seen to be especially important for productivity and economic growth and are associated with occupations that have higher earnings. Subject of degree is an important part of the explanation for the gender wage gap. The aim of this paper is to review evidence on explanations for the STEM gap in tertiary education. This starts with statistics about background context and evidence on how… 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 purposes of this research are determining FeTeMM awareness level of teacher candidates and detecting being affected situations of this awareness by different variables. This is a descriptive field research and it was conducted with scanning model. This research’s study group consists of 254 (170 female and 84 male) education faculty students that are at 3rd and 4th grades of Computer, Math and Science Teaching Departments of Amasya University at 2015-2016 education year. As a data collecting tool, “FeTeMM awareness scale” -which was designed by Buyruk and Korkmaz- was used. Within data analyzing; mean, ANOVA, Schieffe and T-Tests were utilized. As a result of analysis, it was seen that teacher candidates have high level of FeTeMM awareness and gender has no effect on this awareness level. Researchers… Continue Reading →
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eric.ed.gov har udgivet: This study investigates how students and researchers shape their knowledge and perception of educational topics. The mindset or forma mentis of 159 Italian high school students and of 59 international researchers in science, technology, engineering and maths (STEM) are reconstructed through forma mentis networks, i.e., cognitive networks of concepts connected by free associations and enriched with sentiment labels. The layout of conceptual associations between positively/negatively/neutrally perceived concepts is informative on how people build their own mental constructs or beliefs about specific topics. Researchers displayed mixed positive/neutral mental representations of “teacher”, “student” and, “scientist”. Students’ conceptual associations of “scientist” were highly positive and largely non-stereotypical, although links about the “mad scientist” stereotype persisted. Students perceived “teacher” as a complex figure, associated with positive aspects like mentoring/knowledge transmission but… Continue Reading →
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eric.ed.gov har udgivet: We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations–middle school math, ninth-grade algebra and geometry, and ninth-grade biology–and find evidence that a teacher’s basic skills test scores are modestly predictive of student achievement in middle and high school math and highly predictive of student achievement in high school biology. A teacher’s subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school. Link til kilde
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eric.ed.gov har udgivet: In the U.S., STEM subjects–science, technology, engineering, and math–face urgent needs for great STEM teachers and well-educated students. An Opportunity Culture can help by extending the reach of excellent STEM teachers already in our schools and creating a teaching profession that attracts and retains these teachers through higher pay, within regular budgets, and multiple advancement opportunities. The Education Leaders’ Brief summarizes the grim facts about STEM employment and learning in the U.S. today, emerging efforts to stem the shortage of skilled teachers, and how an Opportunity Culture can help. [Public Impact contributors to this publication include Sharon Kebschull Barrett, Lyria Boast, Elaine Hargrave, Gillian Locke, Christen Holly, Emily Ayscue Hassel, and many others who contributed to underlying materials. Beverley Tyndall was responsible for the production of this… 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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