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Titlebook: Equity in STEM Education Research; Advocating for Equit Alberto J. Rodriguez,Regina L. Suriel Book 2022 The Editor(s) (if applicable) and T

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發(fā)表于 2025-3-21 18:29:29 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Equity in STEM Education Research
副標題Advocating for Equit
編輯Alberto J. Rodriguez,Regina L. Suriel
視頻videohttp://file.papertrans.cn/314/313532/313532.mp4
概述Focuses on STEM research that are funded with limited or no public funding.Reflects on advancing social justice through sciences/STEM education with limited resources.Examines case studies on innovati
叢書名稱Sociocultural Explorations of Science Education
圖書封面Titlebook: Equity in STEM Education Research; Advocating for Equit Alberto J. Rodriguez,Regina L. Suriel Book 2022 The Editor(s) (if applicable) and T
描述.This book focuses on the creative and transformative work of scholars who are advancing social justice through science/STEM education with limited resources. It draws attention to the significant body of work being conducted in various contexts so that readers could reflect and appreciate how much broader and transformative our impact could be if funding agencies, policy makers, and other researchers would widen their perspective and seek to promote social justice-driven scholarship.?.Public funding for STEM research on K-12 and teacher education that targets special populations is often limited and tends to favor mainstream research. This book contains case studies on innovative and promising STEM research with a focus on equity, diversity and social justice that are funded with limited or no public funding. It also presents anecdotes from authors in relation to their struggles in either securing funding for their reported study or seeking to publish its findings. This provides more context to the challenges of conducting non-mainstream research in science/STEM education.?..Most of the contributors are scholars of color and/or women conducting research with traditionally marginal
出版日期Book 2022
關鍵詞Limited funding for STEM education; Sustainable STEM education for diverse students; Sustainable STEM
版次1
doihttps://doi.org/10.1007/978-3-031-08150-7
isbn_softcover978-3-031-08152-1
isbn_ebook978-3-031-08150-7Series ISSN 2731-0248 Series E-ISSN 2731-0256
issn_series 2731-0248
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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https://doi.org/10.1007/978-3-662-69660-6ience classroom, and how do they embrace those learning opportunities? To answer these questions, we examined two key course artifacts at the beginning and end of the semester: the Draw a Science Teacher Test (DASTT) and students’ science teaching philosophy statements. We were able to see a shift i
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Introvertierte RechtsgemeinschaftWe also showcase the STEMITL project, a small-funded project, and math method course activities, as examples for integrating STEM curricula. We share insights about the importance of modeling STEM curricula with preservice teachers. Lastly, we share challenges seeking grant funding targeting STEM-ba
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https://doi.org/10.1007/978-3-531-19636-7ngs have implications for teacher education programs that are committed to the professional preparation of teachers as caring, inclusive and culturally competent individuals who can contribute to making STEAM education more accessible and socially meaningful to all students everywhere.
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發(fā)表于 2025-3-22 16:30:36 | 只看該作者
Introvision bei Stress- und Angstbew?ltigungunts as science education research through a grief cycle was an essential practice for partaking in research with girls from historically excluded communities from science. Implications for this research are for more development and use of broad, transformative methodologies that explore the persona
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Cognitive Intelligence and Robotics education work. We conclude by suggesting strategies in higher education contexts to optimize engagement with the challenges we face in an era where equity and social justice are in the forefront of our national agenda.
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Teacher Candidates and the Equitable, Inclusive Science Classroom,ience classroom, and how do they embrace those learning opportunities? To answer these questions, we examined two key course artifacts at the beginning and end of the semester: the Draw a Science Teacher Test (DASTT) and students’ science teaching philosophy statements. We were able to see a shift i
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