Bridging Socioeconomic, Gender, and Disability Gaps in K-12 Education. Dieser Artikel ist nicht verfügbar.Bridging Socioeconomic, Gender, and Disability Gaps in K-12 Education

Bridging the gaps in K-12 education is essential to building a truly equitable learning environment where every student can reach their full potential. Despite significant progress in expanding access to education, expectations and outcomes persist across communities and student groups. These inequities are often reinforced by systemic barriers to support students with disabilities. Addressing these challenges requires a holistic approach that integrates inclusive policies and targeted interventions. By closing these gaps, educators and policymakers can create a more just and inclusive education system that empowers all learners to succeed. Bridging Socioeconomic, Gender, and Disability Gaps in K-12 Education identifies the barriers marginalized students face and advocates for inclusive policies, teacher training, and community partnerships to foster equity. It combines research, case studies, and practical strategies to address these gaps. Covering topics such as K-12 education, gender gaps, and disability studies, this book is an excellent resource for academicians, policymakers, educators, and graduate students.

Subuh Anggoro received the Ph.D in Elementary Education from Universitas Pendidikan Indonesia (UPI); M.Ed. from Universitas Pendidikan Indonesia (UPI). He is an Associate Professor and Lecturer at Elementary Education Department, Postgraduate Program, Universitas Muhammadiyah Purwokerto (UMP). He is passionate about raising the quality of teaching and learning of students and their development both in the schools and in the higher education settings. He is the life member of Society for Research Development (SRD). He was Chairman of International Conference on Social Science (ICONESS 2021, 2023, and 2025). Currently he is Editor in Chief for Dinamika Jurnal Ilmiah Pendidikan Dasar (Indexed Copernicus, BASE, Dimension, and Google Scholar) since 2019, an editor in Learning Science and Mathematics (LSM), and reviewer in Eurasia Journal of Mathematics, Science and Technology Education (EJMSTE), Journal of Turkish Science Education (TUSED), and Teaching and Teacher Education (TATE). His research interests including the teacher and teacher education, science education, higher education, 21st Century teaching and learning, school-based assessment, and classroom research, youth practices, and their education. He has 28 article Scopus and 25 intellectual property rights. His email addresses are subuhanggoro@ump.ac.id; and subuhanggoroupi@gmail.com (corresponding author)

Corrienna Abdul Talib is an Associate Professor in Chemistry Education at the Department of Innovative Science and Mathematics Education, Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia (UTM), Johor, where she has served since 2015. She holds a PhD in Chemistry Education from Universiti Sains Malaysia. Her extensive contributions include numerous publications, local and international awards, and leadership in STEAM projects that have earned prestigious 5-star ratings. She spearheads initiatives such as Computational Skills, Environmental Education, Visual Programming Language, Educational Robotics, and Game-Based Learning. Her innovative work includes award-winning projects leveraging technology such as Scratchtopia Challenge MYGAMBOT and SciBoG, earning her invitations as a keynote speaker, guest speaker, and visiting professor. With a track record of conducting over 50 training sessions and workshops, Dr. Corrienna is a certified Computational Thinking Master Trainer for Malaysia’s Ministry of Education and a Certified Trainer Professional Entrepreneur for the HRDF. Her expertise, leadership, and dedication continue to make a significant impact in the fields of education and STEM.

Tin Lam TOH is an Associate Professor and currently the Head of the Mathematics & Mathematics Education Department of the National Institute of Education, Nanyang Technological University, Singapore. Dr. Toh gained his Ph.D. in Mathematics from the National University of Singapore specializing in Henstock Integration Theory. Due to his work as a Mathematics Teacher Educator, he became involved in large scale mathematics education research projects. He conducts research in both mathematics and mathematics education and publishes widely in both mathematics and mathematics education academic journals.

Masanori Fukui has been an Associate Professor at the Faculty of Software and Information Science, Iwate Prefectural University, Japan, since April 2024. He obtained his Ph.D. of Engineering degree from Hiroshima University in March 2021. Additionally, he is scheduled to assume the position of Professor at the Faculty of Engineering, Mie University, Japan, in July 2025. His research areas include computational thinking, creativity, teacher education/training, AI education, programming education and so on. His research methods are grounded in data science and educational psychology, and he flexibly uses social science and information science methodologies. Over the past five years, he has published over 70 peer-reviewed papers and conference presentations. Recently, he has been collaborating with researchers in Indonesia, Malaysia, and India on research related to teacher education and creativity education. He has also conducted numerous lectures at local schools in Indonesia. To date, I have secured approximately 50 million yen (approx. 5 billion IDR) in external research funding within Japan and received over 20 awards.