It seems like there are new tech and social media tools coming out every day. So what’s out there? And how can these tools be used to enhance your work?
The development of inclusive STEM high schools that have no academic admission requirements has been a national goal in the United States. However, there is no umbrella organization that gives guidance for structuring such schools. The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength. A multi‐phase methodology was employed.
The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength.
There is international and widespread recognition that early childhood education must be fully inclusive and based on the language, culture, and epistemology of local Indigenous communities (Kitson, 2010). Early childhood education (ECE) programs can only deliver on the promises ofculturally responsive schooling (Castagno & Brayboy, 2008; McCarty & Lee, 2014) when “staff members understand cultural expectations, relationships, and the subtleties of communication, including non-verbalcommunication” within the community (Kitson & Bowes, 2010, p.86).
This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of academically rigorous, culturally responsive curriculum across the Navajo Nation.
This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College, a Historically Black College and University located in Southwest Atlanta, Georgia. Many studies articulate the importance of cultural alignment between students and their instructors’ influence on STEM participation and persistence.
This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College
This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience. Twenty-four DRK-12 CAREER awardees responded to the questions:
This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience.
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To learn more, visit https://sigcse.org/sigcse/.
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To learn more, visit http://site.aace.org/conf/future-past-conferences/.
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To learn more, visit https://www.iteea.org/Activities/Conference/ITEEA2021.aspx#tabs.
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To learn more, visit https://conference.iste.org/2019/about/glance.php.
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To learn more, visit https://cosnconference.org/.
