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ERIC Number: EJ1221240
Record Type: Journal
Publication Date: 2019-Jun
Pages: 4
Abstractor: ERIC
ISSN: ISSN-0276-928X
Connected through Content: Chicago Teachers Partner with Loyola University to Build a Math and Science Learning Community
Jacobi, Julie A.; Stults, Sarah E.; Shefner, Rachel; Lange, Karin E.; Abraham, Nayantara S.; Deiger, Megan
Learning Professional, v40 n3 p36,38-39, 44 Jun 2019
Policymakers and the public are increasingly asking educators to approach instruction from a STEM perspective, integrating science, technology, engineering, and mathematics to prepare students for future careers. At the same time, administrators are directing teachers to make learning more communal and student-driven, emulating the workforce students will likely enter. Often there is no specific training or support for the teachers who lead these STEM-oriented, collaborative classrooms. A 2013 report issued by the Chicago STEM Education Consortium noted that one fundamental challenge is the absence of a clear and common definition of STEM education (C-STEMEC, 2013). This article defines the the goal of the authors as building a cohort of K-8 teachers who can engage their students as mathematical and scientific thinkers. Two questions drove their work: (1) How to get teachers to collaborate around STEM education in a meaningful way; and (2) How to create a common understanding of what science and math integration looks like in the classroom? An Illinois State Board of Education Math and Science Partnership Program grant allowed the authors to explore these questions through a Practices in Mathematics and Science: Connections and Collaboration project.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois (Chicago)