Handbook of Research on STEM Education
Handbook of Research on STEM Education

Author: Carla C. Johnson

Publisher: Routledge

Published: 2020-04-27

Total Pages: 648

ISBN-13: 0429664648

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The Handbook of Research on STEM Education represents a groundbreaking and comprehensive synthesis of research and presentation of policy within the realm of science, technology, engineering, and mathematics (STEM) education. What distinguishes this Handbook from others is the nature of integration of the disciplines that is the founding premise for the work – all chapters in this book speak directly to the integration of STEM, rather than discussion of research within the individual content areas. The Handbook of Research on STEM Education explores the most pressing areas of STEM within an international context. Divided into six sections, the authors cover topics including: the nature of STEM, STEM learning, STEM pedagogy, curriculum and assessment, critical issues in STEM, STEM teacher education, and STEM policy and reform. The Handbook utilizes the lens of equity and access by focusing on STEM literacy, early childhood STEM, learners with disabilities, informal STEM, socio-scientific issues, race-related factors, gender equity, cultural-relevancy, and parental involvement. Additionally, discussion of STEM education policy in a variety of countries is included, as well as a focus on engaging business/industry and teachers in advocacy for STEM education. The Handbook’s 37 chapters provide a deep and meaningful landscape of the implementation of STEM over the past two decades. As such, the findings that are presented within provide the reader with clear directions for future research into effective practice and supports for integrated STEM, which are grounded in the literature to date.

Qualitative Research in STEM
Qualitative Research in STEM

Author: Sherry Marx

Publisher: Routledge

Published: 2016-07-01

Total Pages: 326

ISBN-13: 1317385187

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Qualitative Research in STEM examines the groundbreaking potential of qualitative research methods to address issues of social justice, equity, and sustainability in STEM. A collection of empirical studies conducted by prominent STEM researchers, this book examines the experiences and challenges faced by traditionally marginalized groups in STEM, most notably culturally and linguistically diverse students and women. Investigations into these issues, as well as the high dropout rate among engineering students and issues of academic integrity in STEM, come with detailed explanations of the study methodologies used in each case. Contributors also provide personal narratives that share their perspectives on the benefits of qualitative research methodologies for the topics explored. Through a variety of qualitative methodologies, including participatory action research, Indigenous research, and critical ethnography, this volume aims to reveal and remedy the inequalities within STEM education today.

Gender Equity in STEM in Higher Education
Gender Equity in STEM in Higher Education

Author: Hyun Kyoung Ro

Publisher:

Published: 2021

Total Pages:

ISBN-13: 9781032048031

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"This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the US, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women's choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career level. Contributing to the United Nations' (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly. Hyun Kyoung Ro is Associate Professor of Higher Education at the University of North Texas, USA. Frank Fernandez is Assistant Professor of Higher Education at the University of Mississippi, USA. Elizabeth Ramon is a PhD student in Higher Education at the University of North Texas, USA"--

Women's Influence on Inclusion, Equity, and Diversity in STEM Fields
Women's Influence on Inclusion, Equity, and Diversity in STEM Fields

Author: Thomas, Ursula

Publisher: IGI Global

Published: 2019-05-31

Total Pages: 358

ISBN-13: 152258871X

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Women are typically not well represented in STEM fields. These same women experience difficulties in advocacy and leadership, as well as hiring and promotion. Women of color, regardless of discipline, face this narrative daily and often throughout their entire careers. Women's Influence on Inclusion, Equity, and Diversity in STEM Fields seeks to critically examine the strategies that women across class and cultural groups use and the struggles they face in order to become successful in professional fields that include business, politics, science, technology, engineering, and mathematics. While highlighting topics that include higher education, workplace perceptions, and information literacy, this publication is ideal for public administrators, human resources professionals, sociologists, academicians, researchers, and students interested in gender studies, public administration, the biological sciences, psychology, computer science, and the STEM fields.

STEM Integration in K-12 Education
STEM Integration in K-12 Education

Author: National Research Council

Publisher: National Academies Press

Published: 2014-02-28

Total Pages: 143

ISBN-13: 0309297990

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STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States. STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes.

Diversity and Equity in Science Education
Diversity and Equity in Science Education

Author: Okhee Lee

Publisher:

Published: 2010-04-30

Total Pages: 264

ISBN-13:

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Two leading science educators provide a comprehensive, state-of-the-field analysis of current trends in the research, policy, and practice of science education. This book offers valuable insights into why gaps in science achievement among racial, ethnic, cultural, linguistic, and socioeconomic groups persist, and points toward practical means of narrowing or eliminating these gaps. Lee and Buxton examine instructional practices, science–curriculum materials (including computer technology), assessment, teacher education, school organization, federal and state policies, and home-school connections. Book features: A synthesis of the emerging body of research in the field of science education and its application to practice and policy. A description of effective practices for narrowing science achievement gaps among demographic subgroups of students. A focus on the unique learning needs of English language learners. An analysis of major science education initiatives, interventions, and programs that have been successful with nonmainstream students.

Black, Brown, Bruised
Black, Brown, Bruised

Author: Ebony Omotola McGee

Publisher: Harvard Education Press

Published: 2021-02-01

Total Pages: 189

ISBN-13: 1682535371

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2022 PROSE Award Finalist Drawing on narratives from hundreds of Black, Latinx, and Indigenous individuals, Ebony Omotola McGee examines the experiences of underrepresented racially minoritized students and faculty members who have succeeded in STEM. Based on this extensive research, McGee advocates for structural and institutional changes to address racial discrimination, stereotyping, and hostile environments in an effort to make the field more inclusive. Black, Brown, Bruised reveals the challenges that underrepresented racially minoritized students confront in order to succeed in these exclusive, usually all-White, academic and professional realms. The book provides searing accounts of racism inscribed on campus, in the lab, and on the job, and portrays learning and work environments as arenas rife with racial stereotyping, conscious and unconscious bias, and micro-aggressions. As a result, many students experience the effects of a racial battle fatigue—physical and mental exhaustion borne of their hostile learning and work environments—leading them to abandon STEM fields entirely. McGee offers policies and practices that must be implemented to ensure that STEM education and employment become more inclusive including internships, mentoring opportunities, and curricular offerings. Such structural changes are imperative if we are to reverse the negative effects of racialized STEM and unlock the potential of all students to drive technological innovation and power the economy.

Improving Urban Schools
Improving Urban Schools

Author: Chance W. Lewis

Publisher: IAP

Published: 2013-04-01

Total Pages: 208

ISBN-13: 1623962323

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Although STEM (Science, Technology, Engineering, and Mathematics) has been diversely defined by various researchers (e.g. Buck Institute, 2003; Capraro & Slough, 2009; Scott, 2009; Wolf, 2008), during the last decade, STEM education has gained an increasing presence on the national agenda through initiatives from the National Science Foundation (NSF) and the Institute for Educational Sciences (IES). The rate of technological innovation and change has been tremendous over the past ten years, and this rapid increase will only continue. STEM literacy is the power to “identify, apply, and integrate concepts from science, technology, engineering, and mathematics to understand complex problems and to innovate to solve them” (Washington State STEM, 2011, Internet). In order for U.S. students to be on the forefront of this revolution, ALL of our schools need to be part of the STEM vision and guide students in acquiring STEM literacy. Understanding and addressing the challenge of achieving STEM literacy for ALL students begins with an understanding of its element and the connections between them. In order to remain competitive, the Committee on Prospering in the Global Economy has recommended that the US optimize “its knowledge-based resources, particularly in science and technology” (National Academies, 2007, p. 4). Optimizing knowledge-based resources needs to be the goal but is also a challenge for ALL educators (Scheurich & Huggins, 2009). Regardless, there is little disagreement that contemporary society is increasingly dependent on science, technology, engineering, and mathematics and thus comprehensive understandings are essential for those pursuing STEM careers. It is also generally agreed that PK-12 students do not do well in STEM areas, both in terms of national standards and in terms of international comparisons (Kuenzi, Matthews, & Mangan, 2006; Capraro, Capraro, Yetkiner, Corlu, Ozel, Ye, & Kim, 2011). The question then becomes what might PK-12 schools do to improve teachers’ and students’ STEM knowledge and skills? This book will look at equity and access issues in STEM education from PK-12, university, and administrative and policy lenses.

STEM21
STEM21

Author: Joy Barnes-Johnson

Publisher: Peter Lang Incorporated, International Academic Publishers

Published: 2018

Total Pages: 268

ISBN-13: 9781433151378

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21st c LEASE : language of equity & access to STEM education / Joy Barnes-Johnson -- Hip-hop pedagogy as a framework to support the development of science geniuses / Edmund S. Adjapong -- Seeding the future : social justice driven STEM education / Christian Konadu Asante, Jaqueline DeLisi, Megan McKinley, and Michael Barnett -- New roles and relationships in urban STEM learning environments : how the peer enabled restructured classroom enhanced equity and access / Leslie S. Keiler and Kathleen Robbins -- Early engagement in research as a tool for broadening science participation / Cassie Xu, Robert Newton, Margaret Turrin, and Susan Vincent -- Promoting middle school students' motivation and persistence in an after-school engineering program / Srinjita Bhaduri, Alexandra Gendreau, Varsha Srikanth Koushik, Tammy Sumner, John Ristvey and Randy Russell -- Engaged interdisciplinary literacy : research & practices of secondary STREAM / Joy Barnes-Johnson -- Transformative education pathways to improve health literacy, STEM learning and youth outcomes / Gretchen E.L. Suess, J. Joanna Chae, and Sharon Lewis -- Institutional capacity building for STEM teacher education at an urban commuter university / Janelle M. Johnson, Roland Schendel, Elizabeth McClellan Ribble, and Hsiu-Ping Liu -- Implications and conclusions / Joy Barnes-Johnson and Janelle M. Johnson

A Framework for K-12 Science Education
A Framework for K-12 Science Education

Author: National Research Council

Publisher: National Academies Press

Published: 2012-02-28

Total Pages: 400

ISBN-13: 0309214459

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Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.