ERIC Number: ED591317
Record Type: Non-Journal
Publication Date: 2018
STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation. Social Justice across Contexts in Education
Barnes-Johnson, Joy, Ed.; Johnson, Janelle M., Ed.
Peter Lang Publishing Group
"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. This book contains the following chapters: (1) Introduction (Joy Barnes-Johnson and Janelle M. Johnson); (2) 21st c LEASE: Language of Equity and Access to STEM Education (Joy Barnes-Johnson); (3) Hip-Hop Pedagogy as a Framework to Support the Development of Science Geniuses (Edmund S. Adjapong); (4) Seeding the Future: Social-Justice Driven STEM Education (Christian Konadu Asante, Jacqueline Delisi, Megan McKinley, and Michael Barnett); (5) New Roles and Relationships in Urban STEM Learning Environments: How the Peer-Enabled Restructured Classroom Enhances Equity and Access (Leslie S. Keiler and Kathleen Robbins); (6) Early Engagement in Research as a Tool for Broadening Science Participation (Cassie Xu, Robert Newton, Margaret Turrin, and Susan Vincent); (7) Promoting Middle School Students' Motivation and Persistence in an After-School Engineering Program (Srinjita Bhaduri, Alexandra Gendreau, Varsha Srikanth Koushik, Tammy Sumner, John Ristvey, and Randy Russell); (8) Engaged Interdisciplinary Literacy: Research and Practices of Secondary STREAM (Joy Barnes-Johnson); (9) Transformative Education Pathways to Improve Health Literacy, STEM Learning, and Youth Outcomes (Gretchen E. L. Suess, Joanna Chae, and Sharon Lewis); (10) Institutional Capacity Building for STEM Teacher Education at an Urban Commuter University (Janelle M. Johnson, Roland Schendel, Elizabeth McClellan Ribble, and Hsiu-Ping Liu); and (11) Implications and Conclusions (Joy Barnes-Johnson and Janelle M. Johnson). Individual chapters contain references.
Descriptors: STEM Education, Equal Education, Educational Practices, Evidence Based Practice, Theory Practice Relationship, Personal Narratives, Educational Theories, Access to Education, Teaching Methods, Popular Culture, Academically Gifted, Social Justice, Urban Education, Middle School Students, Student Motivation, Academic Persistence, After School Programs, Engineering, Interdisciplinary Approach, Secondary School Science, Health Education, Literacy, Capacity Building, Teacher Education, Urban Schools, Commuter Colleges
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: email@example.com; Web site: http://www.peterlang.com
Publication Type: Books; Collected Works - General
Education Level: Middle Schools; Secondary Education; Junior High Schools; Postsecondary Education; Higher Education
Authoring Institution: N/A