STEM21
Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation
Summary
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- Advance Praise for Stem21
- This eBook can be cited
- Table of Contents
- List of Illustrations
- List of Tables
- List of Contributors
- Acknowledgements
- List of Abbreviations
- Introduction
- Chapter 1
- Chapter 2
- Chapter 3
- Chapter 4
- Chapter 5
- Chapter 6
- Chapter 7
- Chapter 8
- Chapter 9
- Implications and Conclusions
- Introduction (Joy Barnes-Johnson / Janelle M. Johnson)
- What is Transgressive STEM Teaching?
- Our Stories: Editors’ Positionality Statements
- Joy’s Story
- Janelle’s Story
- Equity Theory into Practice: A Review of Key Frameworks
- Aspirations Framework: How Are We Doing?
- Opportunity-to-Learn: How Do We Address the Challenge of Serving the Underserved?
- Key Questions for Measuring Equity in Science Teaching
- Organization of the Book
- Notes
- References
- Section One: Standards and Pedagogy: Applying Research to Practice
- Chapter One: 21st c LEASE: Language of Equity and Access to STEM Education (Joy Barnes-Johnson)
- Abstract
- Editorial Reflections
- Introduction
- Contextualizing Equitable STEM Education as Policy
- The New Jersey Policy Context
- Outlining Characteristic “Clauses” of Equitable Science Teaching and Learning: Exploring Theoretical Language
- Origins of Multicultural Approaches to Education
- “Science for All:” A Historical Movement of Science Education Reform
- Practitioner’s Perspective on Equitable Science Teaching/Learning: A Contemporary View
- Conclusions and Reflections
- Eq-STREAM Teaching Promotes ESTEAM Learning
- Where Are We Today?
- Discussion Questions
- Notes
- References
- Chapter Two: Hip-Hop Pedagogy as a Framework to Support the Development of Science Geniuses (Edmund S. Adjapong)
- Abstract
- Editorial Reflections
- Introduction
- Educational Debt in Science Education
- Hip-Hop Pedagogy
- Element 1: The MC (Master of the Classroom and Master of Content)
- Element 2: Breakdancing (Breaking)
- Element 3: Graffiti Art
- Element 4: DJ (Disc Jockey)
- Element 5: Knowledge of Self
- The Development of Science Geniuses
- Discussion Questions
- Notes
- References
- Chapter Three: Seeding the Future: Social-Justice Driven STEM Education (Christian Konadu Asante / Jacqueline Delisi / Megan Mckinley / Michael Barnett)
- Abstract
- Editorial Reflections
- Introduction
- Contexts of the Work
- Research Methods
- Project Outcomes
- Teacher Outcomes
- Student Outcomes
- Discussion
- Importance and Contribution
- Discussion Questions
- Notes
- References
- Section Two: Engagement: Extended Learning Opportunities
- Chapter Four: New Roles and Relationships in Urban STEM Learning Environments: How the Peer-Enabled Restructured Classroom Enhances Equity and Access (Leslie S. Keiler / Kathleen Robbins)
- Abstract
- Editorial Reflections
- Introduction
- Theoretical Framework and Literature Review
- Methods
- Participants
- Data Sources
- Findings and Analysis
- The Peer Enabled Restructured Classroom (PERC) Model
- Implications
- Discussion Questions
- Notes
- References
- Chapter Five: Early Engagement in Research as a Tool for Broadening Science Participation (Cassie Xu / Robert Newton / Margaret Turrin / Susan Vincent)
- Abstract
- Editorial Reflections
- Background
- Program Structure
- Results and Discussion
- Lessons Learned
- What Works
- Increased Engagement Through Communities of Practice Around Authentic Science Research
- Building a Community of Practice through Team-Based Learning
- Multi-Layered Mentoring
- Place-Based Learning
- Final Thoughts
- Discussion questions
- Notes
- References
- Chapter Six: Promoting Middle School Students’ Motivation and Persistence in an After-School Engineering Program (Srinjita Bhaduri / Alexandra Gendreau / Varsha Srikanth Koushik / Tammy Sumner / John Ristvey / Randy Russell)
- Abstract
- Editorial Reflections
- Introduction
- Relevant Research on Cultivating STEM Interest in Youth
- Motivation and Engagement for Low-income Youth
- Utility Value
- Learning/Competency in Afterschool Programs
- Context for this Work
- Curriculum Design
- Research Design
- Participants
- Procedures and Measures
- Results
- Changes in Students’ Interest and Motivation
- Perceptions about Drones
- Engineering Perspectives
- Engineering Design Processes
- Conclusions
- Building on Youth’s Interests
- Unobtrusive Data Collection
- Facilitating Deeper Connections to Engineering Design
- Discussion questions
- Notes
- References
- Section Three: Transformation: Transgressive Practices along the Journey
- Note
- Chapter Seven: Engaged Interdisciplinary Literacy: Research and Practices of Secondary STREAM (Joy Barnes-Johnson)
- Abstract
- Editorial Reflections
- Introduction
- Stages of Lesson Study
- Recommendations for Differentiated Assessment
- Discussion Questions
- Notes
- References
- Chapter Eight: Transformative Education Pathways to Improve Health Literacy, STEM Learning, and Youth Outcomes (Gretchen E. L. Suess / Joanna Chae / Sharon Lewis)
- Abstract
- Editorial Reflections
- Introduction
- Methods
- Background of the Pipeline Program
- Fostering a Science Identity and School Engagement
- The Learning Environment, STEM Mentorship and Unpacking Cultural Competence
- Conclusion
- Discussion Questions
- Notes
- References
- Chapter Nine: Institutional Capacity Building for STEM Teacher Education at an Urban Commuter University (Janelle M. Johnson / Roland Schendel / Elizabeth Mcclellan Ribble / Hsiu-Ping Liu)
- Abstract
- Editorial reflections
- Introduction
- Research Context and Review of the Literature
- Research Methods
- Findings
- Discussion and Recommendations: Promising Practices
- Final Thoughts
- Discussion Questions
- Notes
- References
- Implications and Conclusions (Joy Barnes-Johnson / Janelle M. Johnson)
- Editorial Reflections
- Opportunity: Positioning Equity as Transgression
- Project Overview
- On Heroes, Mentors and Change Agency: New Insights about Representation and Participation as Viewed Through the Theoretical Framework
- Representation
- Conclusions—Equity as the Fourth Dimension in STEM Education
- Social Justice Approaches to STEM
- Final Thoughts
- Notes
- References
- Appendices
- Appendix I
- Appendix II: Chemistry Learning for Academic Success in Science—Core/Chemistry Lab and Academic Skills for Success in Science (C.L.A.S.S.) Rubric
- Appendix III: COMPASS Framework of Equitable Teaching
- Appendix IV: STEM Engagement Rubric
- Appendix V: STEM-21 Curriculum
- Portfolio Topics
- Summative Assessment: STEAM Rising—Unsung Heroes of STEM Community Event
- Index
- Conceptual Framework Theorists Index
- Series index
Figure 1.1: Nested history of the development of equitable STEM education
Figure 2.1: Border crossing pedagogy
Figure 6.1: Notebook
Figure 6.2: Disasterville
Figure 7.1: Teaching slides: Science & technology
Figure 7.2: Teaching slides: Engineering & mathematics
Figure 7.3: Teaching slides: 21st century society
Figure 9.1: Population vs. Survey Respondents
Figure 9.2: Role of Finances
Figure 10.1: Network Theory of Successful STEM Student Identity Development
Table 1.1: 21st century education legislation equity links to STEM competitiveness initiatives
Table 1.2: Banksian multicultural education: Short research timeline
Table 1.3: Applying Tanner’s equitable teaching: Responses to strategic self-assessment questions
Table 1.4: Highlighted chapter vocabulary
Table 6.1: Key features of the cohorts and settings for the two UAV curriculum deployments
Table 6.2: Planning a rescue storyboard template
Table 6.3: Research constructs, their definitions, and example prompts used in the flight logs
Table 7.1: STEM-21 unit curriculum design
Table 7.2: STEM-21 teaching and learning goals
Table 7.3: PEAS & Qs portfolio rubric
Table 7.4: Lesson plan BIG IDEAS (month 1 view)
Table 10.1: Descriptions of STEM equity indicators (by subtext)
Table 10.2: Equity—The 4th dimension of the 3D framework of STEM education, Teacher focus
Table 10.3: Equity—The 4th dimension of the 3D framework of STEM Education, Student focus ← xi | xii →
Table Appendix I.1: PERC class target behaviors
Table Appendix II.1: C.L.A.S.S. indicators
Table Appendix III.1: COMPASS framework for adult stakeholder evaluation
Table Appendix IV.1: STEM engagement rubric
1. Adjapong, Edmund S.—Seton Hall University
2. Asante, Christian Konadu—Boston College
3. Barnes-Johnson, Joy—Princeton (NJ) Public Schools
4. Barnett, Michael—Boston College
5. Bhaduri, Srinjita—University of Colorado Boulder
6. Chae, Joanna—Netter Center for Community Partnerships, University of Pennsylvania
7. DeLisi, Jacqueline—Education Development Center
8. Gendreau, Alexandra—University of Colorado Boulder
9. Johnson, Janelle M.—Metropolitan State University of Denver
10. Keiler, Leslie S.—York College, The City University of New York
11. Koushik, Varsha Srikanth—University of Colorado Boulder
12. Lewis, Sharon—Perelman School of Medicine, University of Pennsylvania
13. Liu, Hsiu-Ping—Metropolitan State University of Denver
14. McClellan Ribble, Elizabeth—Metropolitan State University of Denver
15. McKinley, Megan—Boston College ← xiii | xiv →
16. Newton, Robert—Lamont-Doherty Earth Observatory/Earth Institute, Columbia University
17. Ristvey, John—University Corporation for Atmospheric Research (UCAR)
18. Robbins, Kathleen—Bronx Early College Academy
19. Russell, Randy—University Corporation for Atmospheric Research (UCAR)
20. Schendel, Roland—Metropolitan State University of Denver
21. Suess, Gretchen E. L.—Netter Center for Community Partnerships & Department of Anthropology, University of Pennsylvania
22. Sumner, Tammy—University of Colorado Boulder
23. Turrin, Margaret—Lamont-Doherty Earth Observatory/Earth Institute, Columbia University
24. Vincent, Susan—Young Women’s Leadership School of East Harlem, Retired
25. Xu, Cassie—Lamont-Doherty Earth Observatory/Earth Institute, Columbia University
This collection is the result of our wondering about why equity presents so many challenges in the STEM education community. Normalizing questions is a vitally important practice in the science world. We wanted to bring audiences to the edge of this question. We hope we succeeded in drawing out even more questions for both practitioners and researchers.
We tried to showcase theory into practice with each chapter arriving at the end, which “flips” these notions.
With sincere gratitude we extend thanks to the Peter Lang family for encouraging us to press through and bring this work to the forefront. We believe in being stretched for the sake of our students, good teaching and strong(er) communities. To our contributing authors, we sincerely appreciate the time you have invested to share your works with us as editors. We are honored to share this work with its readers.
Abbreviations (by chapter, in order of use)
Introduction
Science Technology Engineering and Mathematics, STEM
American Association for the Advancement of Science, AAAS
English as a Second Language, ESL
Opportunities to Learn, OTL
Pre-kindergarten—grade twelve, PK-12
Chapter 1
Language of Equity and Access to STEM Education, LEASE
Technology, Entertainment, Design Talk, TED Talk
Keep Our Promise to America’s Children and Teachers Act, KEEP Our PACT ACT
Elementary and Secondary Education Act, ESEA
Individuals with Disability Education Act, IDEA
No Child Left Behind, NCLB ← xvii | xviii →
Every Student Succeeds Act, ESSA
America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science, America COMPETES Act
Common Core of Data, CCD
Equitable Science Teaching and Learning, EST/L
Culturally Relevant/Responsive Pedagogy; Critical Race Pedagogy, CRP
Opportunities to Learn, OTL
American Association for the Advancement of Science, AAAS
Critical Race Theory, CRT
Next Generation Science Standards, NGSS
Early Childhood Longitudinal Study, ECLS-K
Equitable Science Teaching, EST
Partnership in Education and Resilience, PEAR
Dimensions of Success, DOS
Theory into Practice, TIP
Equitable Science Education, ESE
Science Technology Engineering Art and Mathematics, STEAM
Science Technology Reading Engineering Art and Mathematics, STREAM
Limited English Proficient/cy, LEP
Empowering Science Technology Engineering Art & Mathematics, ESTEAM
Equitable Science Technology Righting/Representing, Engineering, Art and Mathematics Teaching, Eq-STREAM Teaching
Deoxyribonucleic acid, DNA
Near Field Communication, NFC
High School Life Science Standard Numbers, HS-LS#-#
Chapter 2
Historically Black College and University, HBCU
Predominantly White Institution, PWI
Master of Ceremony, MC
Disc Jockey, DJ
Science Technology Engineering Arts Mathematics, STEAM
Bring Attention to Transforming Teaching, Learning and Engagement in Science, BATTLES
Master of Content and Classroom, MC2 ← xviii | xix →
Chapter 3
Light-emitting diode, LED
Out of school time, OST
Social Justice Driven Science Technology Engineering Mathematics, STEMJ
Science Teaching Efficacy Beliefs Instrument, STEBI
Science Teaching Outcome Expectancy, STOE
Teacher Efficacy and Attitudes toward STEM, T-STEM
English Language Learners, ELL
Massachusetts Institute of Technology, MIT
Chapter 4
Peer Enabled Restructured Classroom, PERC
Teaching Assistant Scholars, TAS
Chemistry Learning for Academic Success in Science/Core-Chemistry Lab and Academic Skills for Success in Science, CLASS
Problem-based Learning, PBL
Living Environment, LE
English Language Learners, ELL
Chapter 5
Secondary School Field Research Program, SSFRP
Lamont-Doherty Earth Observatory, LDEO
New York State’s Department of Environmental Conservation, NYS DEC
Palisades Interstate Park Commission, PIPC
National Oceanic and Atmospheric Administration, NOAA
Hudson River National Estuarine Research Reserve, HR-NERR
New York City, NYC
The Young Women’s Leadership School, TYWLS
Frederick Douglass Academy I, FDA-I
National Science Foundation, NSF
Research One, R1
State University of New York, SUNY ← xix | xx →
City University of New York, CUNY
Principal Investigator, PI
Matrix Laboratory, MATLAB (Proprietary computer software)
Geospatial Positioning System, GPS
Chapter 6
Unmanned Aerial Vehicles, UAV
Innovative Technology Experiences for Students and Teachers, ITEST
National Society of Black Engineers, NSBE
Summer Engineering Experience for Kids, SEEK
United States, US
National Science Foundation, NSF
Out of school time, OST
Accreditations Board for Engineering and Technology, Inc., ABET
Next Generation Science Standards, NGSS
Division of Research on Learning in Formal and Informal Settings, DRL
Chapter 7
Career and Technical Education, CTE
Advanced Placement, AP
Professional Learning Community, PLC
Individualized Education Plan, IEP
Next Generation Science Standards, NGSS
Science Technology Engineering and Mathematics in a 21st Century Society, STEM—21
Essential Questions, EQ
Performance products, effort, achievement, submission standards, and questions, PEAS&Qs
National Research Council, NRC
National Science Teachers Association, NSTA
Science Technology Reading/wRiting/Rhyming/Righting/Research Engineering Art and Mathematics, STR*EAM ← xx | xxi →
Chapter 8
Health Sciences Education Pipeline Program, Pipeline
University of Pennsylvania, Penn
Out of school time, OST
Every Student Succeeds Act, ESSA
Next Generation Science Standards, NGSS
Details
- Pages
- XXIV, 270
- Publication Year
- 2018
- ISBN (PDF)
- 9781433151392
- ISBN (ePUB)
- 9781433151408
- ISBN (MOBI)
- 9781433151415
- ISBN (Softcover)
- 9781433151385
- ISBN (Hardcover)
- 9781433151378
- DOI
- 10.3726/b13840
- Language
- English
- Publication date
- 2018 (October)
- Published
- New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2018. XXIV, 270 pp., 10 ills., 18 tables
