eric.ed.gov har udgivet: The acronym STEM is a ubiquitous term for seemingly anything in–or related to–the fields of science, technology, engineering, and mathematics, and the current dominant educational STEM discourse in teacher education is often organized around questions of how to integrate math and science into the other content areas or vice versa. The purpose of this article is to pose a different question: “How can an ecological model for subject inquiry become the organizing focus for an integrated ecological inquiry?” In this article, the author provides a glimpse of where educators are currently in their thinking and writing as they put theory to work in teacher education. For the past few years, educators have been working on a number of exciting endeavors in teacher education, ranging from theoretical explorations… Continue Reading →
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eric.ed.gov har udgivet: Since established by an Appropriations Act in 2006, the Teacher Incentive Fund (TIF) competitive grant program in the U.S. Department of Education has supported human capital strategies “to ensure that students attending high-poverty schools have better access to effective teachers and principals, especially in hard-to-staff subject areas” such as science and math. Responding to the national agenda to improve STEM education, in 2012, the fourth cohort of the Teacher Incentive Fund federal grant competition (TIF4) included special consideration for projects designed to improve STEM education by identifying, developing, and utilizing master teachers as leaders of broader improvements (OESE, 2012a). Houston Independent School District’s (HISD) approach to STEM education — described in this report — is an innovative policy response to the national challenges of preparing students for… Continue Reading →
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eric.ed.gov har udgivet: This research investigated the impact of Scientix STEM (Science, Technology, Engineering and Maths) on female candidate teachers’ attitudes towards STEM education, their semantic perceptions of STEM discipline scopes, specifying their needs in writing STEM projects, their learning outcomes from education, and the difficulties they face in the process of project writing. Prior to the education process, the participants were given a STEM educational attitude scale, a STEM semantic contrast scale, and a questionnaire with open-ended questions to make them understand the semantic background. At the end of the training, they were given a STEM education evaluation questionnaire with open-ended questions and the same scales were used. The contents of the projects they wrote were evaluated. In the end, a meaningful difference was observed in the attitudes of… Continue Reading →
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eric.ed.gov har udgivet: UTeach is a well-known, university-based program designed to increase the number of high-quality science, technology, engineering, and mathematics (STEM) teachers in the workforce. The UTeach program was originally developed by faculty at the University of Texas at Austin but has rapidly spread and is now available at 44 universities in 21 states; it is expected to produce more than 9,000 math and science teachers by 2020. Despite substantial investment and rapid program diffusion, there is little evidence to date about the effectiveness of UTeach graduates. Using administrative data from the state of Texas, we measure UTeach impacts on student test scores in math and science in middle schools and high schools. We find that students taught by UTeach teachers perform significantly better on end-of-grade tests in math… Continue Reading →
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eric.ed.gov har udgivet: The fourth cohort of the Teacher Incentive Fund federal grant competition (“TIF4”) included special consideration for projects that would identify, develop, and utilize master teachers as leaders of STEM education. In September 2012, the Houston Independent School District (HISD) was awarded a TIF4 grant for $15.9 million to implement a human capital approach to improving STEM education. The TIF4 project schools were among the HISD schools serving grades K-8 with the highest student economic disadvantage and the most risk factors for chronic absenteeism. A human capital approach to strengthening STEM education addressed the TIF4 project schools’ need for high-quality supports for student learning, and the systemic challenges to teacher retention, development, and recruitment in hard-to-staff subjects. This report overviews the performance-based compensation strategies implemented through the TIF4… 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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eric.ed.gov har udgivet: Integrated STEM education seeks to build deep connections between science, technology, engineering, and math. Contextualized lessons give students greater access to these content areas and can heighten engagement. Great parallels can be drawn between liberal arts philosophies and integrated STEM education. This paper explores how one teacher team developed curriculum and enacted lessons using an integrated STEM approach. This study found that teachers viewed integrated STEM instruction as rewarding. The teachers also mentioned the need for constant communication to fully implement the model. Students perceived this model positively and enjoyed participation. Outcomes of this study have the potential to inform teacher preparation programs by making more transparent how implementation of integrated STEM models can be achieved. Link til kilde
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eric.ed.gov har udgivet: The Rural Math Excel Partnership (RMEP) identified math competencies used by technicians in the workplace compared to standards of learning required in the public school curriculum. A modified DACUM process revealed 39 math competencies used by technicians in STEM-related occupations of the rural region. Group interviews with faculty in three community colleges helped substantiate math gaps. A project math specialist and team of teachers identified four types of learning gaps: (1) math competencies not included in state standards; (2) math competencies included in state standards taught prior to Algebra I, Algebra II, Geometry, and Algebra Functions and Data Analysis (AFDA) courses; (3) math competencies included in high school state standards that students struggle to learn; and (4) math competencies community college students struggle to learn. Implications include… Continue Reading →
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eric.ed.gov har udgivet: There is a global issue concerning the disparity in educational achievement associated with the socioeconomic status of students, known in the U.S. as the Achievement Gap. This Achievement Gap highly correlates with what has been called the Opportunity Gap for professional careers. This paper discusses this Opportunity Gap and how the University of Nebraska Omaha (UNO) is addressing the gap at a local level through summer STEM camps. Specifically, this paper looks at the increase of social capital of the participants of the UNO and Girls Inc. Eureka-STEM! summer camp through the development of instructional relationships between underserved girls ages 12-14 and UNO’s Institutional Agents, namely the Mathematics student camp leaders who were also pursuing teacher certification. A new assessment approach through the use of Social Network… Continue Reading →
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eric.ed.gov har udgivet: Since established by an Appropriations Act in 2006, the Teacher Incentive Fund (TIF) competitive grant program in the U.S. Department of Education (USDE) has supported human capital strategies “to ensure that students attending high-poverty schools have better access to effective teachers and principals, especially in hard-to-staff subject areas” such as science and math. Responding to the national agenda to improve STEM education, in 2012, the fourth cohort of the Teacher Incentive Fund federal grant competition (TIF4) included special consideration for projects designed to improve STEM education by identifying, developing, and utilizing master teachers as leaders of broader improvements (OESE, 2012a). A human capital approach to strengthening STEM education addressed the TIF4 project schools’ need for high-quality supports for student learning, and the systemic challenges to teacher retention,… Continue Reading →
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