Stem21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation

ISBN-13: 9781433151378 / Angielski / Twarda / 2018 / 270 str.

Joy Barnes-Johnson; Janelle M. Johnson

Opis

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.

Recenzje

"This volume presents a series of responsive and innovative approaches that expand minoritized students' opportunities to learn STEM. Drawing on bell hooks' vision of transgressive practice, the volume includes chapters that blend theory and practice across a variety of educational contexts, and the editors synthesize them to put forth a framework for Transgressive STEM Teaching. What is also particularly notable is the way the book integrates deeply personal stories throughout the book. As such, the text itself embodies a pedagogy of vulnerability, a transgressive STEM practice and marginalized discourse in STEM and STEM education. I highly recommend this book for teachers, administrators, researchers, and community partners." -Sara Tolbert, Associate Professor of Science Education, University of Arizona

Spis treści

List of Illustrations ix - List of Tables - List of Contributors - Acknowledgements - List of Abbreviations - Joy Barnes-Johnson and Janelle M. Johnson: Introduction - Section One: Standards and Pedagogy: Applying Research to Practice - Joy Barnes-Johnson: 21st c LEASE: Language of Equity and Access to STEM Education - Edmund S. Adjapong: Hip-Hop Pedagogy as a Framework to Support the Development of Science Geniuses - Christian Konadu Asante/Jacqueline DeLisi/Megan McKinley/Michael Barnett: Seeding the Future: Social-Justice Driven STEM Education - Section Two: Engagement: Extended Learning Opportunities - Leslie S. Keiler/Kathleen Robbins: New Roles and Relationships in Urban STEM Learning Environments: How the Peer-Enabled Restructured Classroom Enhances Equity and Access - Cassie Xu/Robert Newton/Margaret Turrin/Susan Vincent: Early Engagement in Research as a Tool for Broadening Science Participation - Srinjita Bhaduri/Alexandra Gendreau/Varsha Srikanth Koushik/Tammy Sumner/John Ristvey/Randy Russell: Promoting Middle School Students' Motivation and Persistence in an After-School Engineering Program - Section Three: Transformation: Transgressive Practices along the Journey - Joy Barnes-Johnson: Engaged Interdisciplinary Literacy: Research and Practices of Secondary STREAM - Gretchen E. L. Suess, Joanna Chae, and Sharon Lewis: Transformative Education Pathways to Improve Health Literacy, STEM Learning, and Youth Outcomes - Janelle M. Johnson, Roland Schendel, Elizabeth McClellan Ribble, and Hsiu-Ping Liu: Institutional Capacity Building for STEM Teacher Education at an Urban Commuter University - Joy Barnes-Johnson and Janelle M. Johnson: Implications and Conclusions - Appendices - Index - Conceptual Framework Theorists Index.

O autorze

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.