stem21 equity teaching learning (7 Ergebnisse)

Paperback. Zustand: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Zustand: Sehr gut. XXI, 268 p., Ill. Ein tadelloses Exemplar. - 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. - Contents: 21 st c LEASE: Language of Equity and Access to STEM Education by Joy Barnes-Johnson -- Hip-Hop Pedagogy as a Framework to Support the Development of Science Geniuses by Edmund S. Adjapong -- Seeding the Future: Social-Justice Driven STEM Education by Christian Konadu Asante, Jacqueline DeLisl, Megan McKinley, and Michael Barnett -- New Roles and Relationships in Urban STEM Learning Environments: How the Peer-Enabled Restructured Classroom Enhances Equity and Access by Leslie S. Keiler and Kathleen Robbins -- Early Engagement In Research as a Tool for Broadening Science Participation by Cassie Xu, Robert Newton, MargaretTurrin, and Susan Vincent -- Promoting Middle School Students' Motivation and Persistence In an After-School Engineering Program by Srinjita Bhadurl, Alexandra Gendreau, Varsha Srikanth Koushik, Tammy Sumner, John Ristvey, and Randy Russell -- Engaged Interdisciplinary Literacy: Research and Practices of Secondary STREAM by Joy Barnes-Johnson -- Transformative Education Pathways to Improve Health Literacy, STEM Learning, and Youth Outcomes by Gretchen E. L. Suess, Joanna Chae, and Sharon Lewis -- Institutional Capacity Building for STEM Teacher Education at an Urban Commuter University by Janelle M. Johnson, Roland Schendel, Elizabeth McClellan Ribble, and Hsiu-Ping Liu. ISBN 9781433151378 Sprache: Englisch Gewicht in Gramm: 527 Original hardcover., unbekannter Einband.

Zustand: New. 2018. New. paperback. . . . . . Books ship from the US and Ireland.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.

Taschenbuch. Zustand: Neu. STEM21 | Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation | Janelle M. Johnson (u. a.) | Taschenbuch | 294 S. | Englisch | 2018 | Peter Lang | EAN 9781433151385 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu.

Zustand: New.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.