By National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Board on Science Education, Committee on Highly Successful Schools or Programs for K-12 STEM Education
Examines the panorama of K-12 technology, know-how, engineering, and arithmetic (STEM) schooling through contemplating diversified college types, highlighting examine on powerful STEM schooling practices, and picking out a few stipulations that advertise and restrict school-and student-level luck in STEM. technology, expertise, engineering and arithmetic are primary features of everyone's lives as individuals of society, shoppers, mom and dad, and staff. supplying all scholars with entry to fine quality schooling in STEM is critical to their destiny and that of the U.S. This file tackles the query of what colleges can do to fulfill this target. concentrating on the technological know-how and arithmetic components of STEM, it additionally identifies powerful STEM faculties and practices.
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Even if STEM (Science, know-how, Engineering, and arithmetic) has been diversely outlined through a variety of researchers (e. g. dollar Institute, 2003; Capraro & Slough, 2009; Scott, 2009; Wolf, 2008), over the last decade, STEM schooling has received an expanding presence at the nationwide schedule via tasks from the nationwide technology starting place (NSF) and the Institute for academic Sciences (IES).
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Pdf. 38 Ibid. Research Council. (2002). S. high schools. Committee on Programs for Advanced Study of Mathematics and Science in American High Schools. Washington, DC: The National Academies Press. Quote taken from page 5. 39 National 40 Many other issues are also important to STEM learning for which we lacked the time and available research syntheses to address. These issues include but are not limited 32 Copyright © National Academy of Sciences. All rights reserved. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics Successful K–12 STEM Education to STEM teacher retention; enabling factors outside the school, such as parents, business, and community; information about the relative cost of implementation; the role of science fairs; and practices such as mentorships, research experiences, and internships.
See note 41. 75 Gamoran, A. (2010). Tracking and inequality: New directions for research and practice. In M. J. A. ), The Routledge international handbook of the sociology of education, (pp. 213-228). London: Routledge. M. (2006). Accelerating mathematics achievement using heterogeneous grouping. American Educational Research Journal, 43, 105-136. , and Murphy, J. (2008). Accountability, rigor, and detracking: Achievement effects of embracing a challenging curriculum as a universal good for all students.
Presented at a meeting of the National Research Council’s Conceptual Framework for New Science Education Standards Committee. Available at: http://www7. pdf. 38 Ibid. Research Council. (2002). S. high schools. Committee on Programs for Advanced Study of Mathematics and Science in American High Schools. Washington, DC: The National Academies Press. Quote taken from page 5. 39 National 40 Many other issues are also important to STEM learning for which we lacked the time and available research syntheses to address.