Co-author of the "Engineering for Every K–12 Student" report, Catherine McCulloch reflects on the status of engineering education and shares a few key takeaways from the report.
A Landscape Analysis of K–12 Engineering Education in the Greater Boston Region
How can research-based findings and advances help society to re-envision STEM learning and education? This report captures key takeaways, strategies, and challenges identified during the November 2015 workshop, including: research-based advances for STEM learning; multiple stakeholder communities around STEM schools; social justice, equity, and excellence in STEM schools and communities; scale and sustainability
How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts. In our design process, we first elaborate on, or “unpack”, the assessable components of the three dimensions.
How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.
How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts. In our design process, we first elaborate on, or “unpack”, the assessable components of the three dimensions.
How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.
How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts. In our design process, we first elaborate on, or “unpack”, the assessable components of the three dimensions.
How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.
This CADRE brief explores factors that contribute to opportunity gaps in STEM education based on race, ethnicity, gender, ability, and socioeconomic status. It showcases the work of several DR K-12 projects and describes promising approaches for removing barriers for underrepresented groups and enhancing the STEM learning of all students.
This brief explores factors that contribute to opportunity gaps in STEM education based on race, ethnicity, gender, ability, and socioeconomic status. It showcases the work of several DR K-12 projects and describes promising approaches for removing barriers for underrepresented groups and enhancing the STEM learning of all students.
Coleman, L. O., Hale, T. M., Cotten, S. R., Gibson, P. (2015), The Impact of Information and Communication Technology (ICT) Usage on Psychological Well-Being among Urban Youth. In Sampson Lee Blair , Patricia Neff Claster , Samuel M. Claster (ed.) Technology and Youth: Growing Up in a Digital World (Sociological Studies of Children and Youth, Volume 19) Emerald Group Publishing Limited, pp. 267-291.
Information and communication technology (ICT) usage is pervasive among present day youth, with about 95% of youth ages 12-17 years reporting use of the Internet. Due to the proliferation of ICT use among this generation, it is important to understand the impacts of ICT usage on well-being. The goal of this study was to determine the impact of ICT usage on psychological well-being among a sample of urban, predominately African American youth.
Means, B., Wang, H., Young, V., Peters, V. & Lynch, S. J. (2016). STEM-focused high schools as a strategy for enhancing readiness for postsecondary STEM programs. Journal of Research in Science Teaching. DOI: 10.1002/tea.21313
The logic underlying inclusive STEM high schools (ISHSs) posits that requiring all students to take advanced college preparatory STEM courses while providing student-centered, reform-oriented instruction, ample student supports, and real-world STEM experiences and role models will prepare and inspire students admitted on the basis of STEM interest rather than prior achievement for postsecondary STEM. This study tests that logic model by comparing the high school experiences and achievement of students in ISHSs and comparison schools in North Carolina. After identifying ISHS and non-STEM comparison high schools serving students who were similar in terms of socioeconomic status and academic achievement prior to high school entry, we employed propensity-score weighting and HLM modeling to estimate the impact of attending an ISHS on a set of outcome measures obtained from student surveys and from the state's longitudinal student data system. Analyses of student survey data found that attending an ISHS raises the likelihood that a student will complete pre-calculus or calculus and chemistry in high school, leads to increased involvement in STEM extracurricular and out-of-class activities, and enhances interest in science careers and aspirations to earn a master's or higher degree. Analyses of student outcome data from state administrative records revealed a positive impact of inclusive STEM high school attendance on grade point average (GPA) but not on ACT scores.
Robertson, A. D. (2016). Valuing student ideas morally, instrumentally, and intellectually. Proceedings of the 2015 Physics Education Research Conference (pp. 275-278). College Park, MD: American Institute of Physics.
The importance of valuing student ideas in science education stands on firm empirical, theoretical, and moral grounds. However, the reasons for which one might value student ideas are often not explicitly distinguished, even if implicit distinctions are made in the literature. In this paper, I define and distinguish between three ways of valuing student ideas – moral, instrumental, and intellectual – and I suggest implications of these distinctions for teacher education and research.
