STEM21
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STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is designed to contribute to discourses about how STEM teaching and learning can become more equitable, serving the needs of readers across the STEM educational spectrum. STEM21 is meant to problematize the status quo educational practices of STEM stakeholders including preservice and inservice teachers, district leaders, informal educators, policy makers, and the research community. While many books are narrowly targeted either for academics or practitioners, the outcome is limited…mehr

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Produktbeschreibung
STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is designed to contribute to discourses about how STEM teaching and learning can become more equitable, serving the needs of readers across the STEM educational spectrum. STEM21 is meant to problematize the status quo educational practices of STEM stakeholders including preservice and inservice teachers, district leaders, informal educators, policy makers, and the research community. While many books are narrowly targeted either for academics or practitioners, the outcome is limited dialogue between and across those spaces. This volume weaves together field-based research, personal narrative, and education theory, while providing for reflection and discussion. STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is undergirded by the principle that engaged STEM education accommodates theory and practice that is equitable, rejects deficit model thinking, and is community relevant. Equitable STEM pedagogy builds autonomous pathways to learning; creates a culture of questioning and transparency; celebrates diversity of thought, habit and culture; and embraces a social justice stance on issues of race, class, gender, environmental responsibility, health, and access to resources.
Autorenporträt
Joy Barnes-Johnson (Ph.D in urban education, Temple University; M.Ed. in curriculum and instruction; B.S. in chemistry) is the founder of EMC2 Group LLC, an education consulting firm, and currently works as a high school science teacher. Janelle M. Johnson (Ph.D. in teaching, learning, and sociocultural studies, University of Arizona; M.Ed. in language, reading, and culture; B.S. in elementary education/teaching English as a second language) is Assistant Professor in STEM teaching and learning, secondary teacher education at Metropolitan State University of Denver.
Rezensionen
"Despite over 40 years of concerted efforts to broaden participation in the fields of Science, Technology, Engineering, and Mathematics (STEM), the chronic underrepresentation of certain groups in these fields is leaving gaping shortages in the growing demand for technical talent. This edited volume demonstrates how to catalyze a transgressive educational reform revolution that ruptures prevailing norms and leverages the strengths of all stakeholders including those who would benefit most from the reforms. The National Society of Black Engineers, one of the largest student-governed associations based in the United States, wholeheartedly endorses this work as it aligns directly with our mission and strategic plan to triple the number of Black engineers the nation's colleges and universities graduate annually by 2025. A STEM-prepared, confident, and diverse high school graduate is on a glide path to become a successful, secure, and culturally-responsive engineering graduate who is then equipped to solve complex challenges. This volume brilliantly provides the key frameworks, strategies, and best practices to achieve these ends at scale." -Karl W. Reid, Executive Director, National Society of Black Engineers