STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation

Description

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. Cover Table of Contents List of Illustrations List of Tables List of Contributors Acknowledgements List of Abbreviations Introduction Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Implications and Conclusions Introduction (Joy Barnes-Johnson / Janelle M. Johnson) What is Transgressive STEM Teaching? Our Stories: Editors’ Positionality Statements Joy’s Story Janelle’s Story Equity Theory into Practice: A Review of Key Frameworks Aspirations Framework: How Are We Doing? Opportunity-to-Learn: How Do We Address the Challenge of Serving the Underserved? Key Questions for Measuring Equity in Science Teaching Organization of the Book Notes References Section One: Standards and Pedagogy (Applying Research to Practice) Chapter One: 21st c LEASE: Language of Equity and Access to STEM Education (Joy Barnes-Johnson) Abstract Editorial Reflections Introduction Contextualizing Equitable STEM Education as Policy The New Jersey Policy Context Outlining Characteristic “Clauses” of Equitable Science Teaching and Learning: Exploring Theoretical Language Origins of Multicultural Approaches to Education “Science for All:” A Historical Movement of Science Education Reform Practitioner’s Perspective on Equitable Science Teaching/ Learning: A Contemporary View Conclusions and Reflections Eq-STREAM Teaching Promotes ESTEAM Learning Where Are We Today? Discussion Questions Notes References Chapter Two: Hip-Hop Pedagogy as a Framework to Support the Development of Science Geniuses (Edmund S. Adjapong) Abstract Editorial Reflections Introduction Educational Debt in Science Education Hip-Hop Pedagogy Element 1: The MC (Master of the Classroom and Master of Content) Element 2: Breakdancing (Breaking) Element 3: Graffiti Art Element 4: DJ (Disc Jockey) Element 5: Knowledge of Self The Development of Science Geniuses Discussion Questions Notes References Chapter Three: Seeding the Future: Social-Justice Driven STEM Education (Christian Konadu Asante / Jacqueline Delisi / Megan Mckinley / Michael Barnett) Abstract Editorial Reflections Introduction Contexts of the Work Research Methods Project Outcomes Teacher Outcomes Student Outcomes Discussion Importance and Contribution Discussion Questions Notes References Section Two: Engagement: Extended Learning Opportunities Chapter Four: New Roles and Relationships in Urban STEM Learning Environments: How the Peer-Enabled Restructured Classroom Enhances Equity and Access (Leslie S. Keiler / Kathleen Robbins) Abstract Editorial Reflections Introduction Theoretical Framework and Literature Review Methods Participants Data Sources Findings and Analysis The Peer Enabled Restructured Classroom (PERC) Model Implications Discussion Questions Notes References Chapter Five: Early Engagement in Research as a Tool for Broadening Science Participation (Cassie Xu / Robert Newton / Margaret Turrin / Susan Vincent) Abstract Editorial Reflections Background Program Structure Results and Discussion Lessons Learned What Works Increased Engagement Through Communities of Practice Around Authentic Science Research Building a Community of Practice through Team-Based Learning Multi-Layered Mentoring Place-Based Learning Final Thoughts Discussion questions Notes References Chapter Six: Promoting Middle School Students’ Motivation and Persistence in an After-School Engineering Program (Srinjita Bhaduri / Alexandra Gendreau / Varsha Srikanth Koushik / Tammy Sumner / John Ristvey / Randy Russell) Abstract Editorial Reflections Introduction Relevant Research on Cultivating STEM Interest in Youth Motivation and Engagement for Low-income Youth Utility Value Learning/Competency in Afterschool Programs Context for this Work Curriculum Design Research Design Participants Procedures and Measures Results Changes in Students’ Interest and Motivation Perceptions about Drones Engineering Perspectives Engineering Design Processes Conclusions Building on Youth’s Interests Unobtrusive Data Collection Facilitating Deeper Connections to Engineering Design Discussion questions Notes References Section Three: Transformation: Transgressive Practices along the Journey Note Chapter Seven: Engaged Interdisciplinary Literacy: Research and Practices of Secondary STREAM (Joy Barnes-Johnson) Abstract Editorial Reflections Introduction Stages of Lesson Study Recommendations for Differentiated Assessment Discussion Questions Notes References Chapter Eight: Transformative Education Pathways to Improve Health Literacy, STEM Learning, and Youth Outcomes (Gretchen E. L. Suess / Joanna Chae / Sharon Lewis) Abstract Editorial Reflections Introduction Methods Background of the Pipeline Program Fostering a Science Identity and School Engagement The Learning Environment, STEM Mentorship and Unpacking Cultural Competence Conclusion Discussion Questions Notes References Chapter Nine: Institutional Capacity Building for STEM Teacher Education at an Urban Commuter University (Janelle M. Johnson / Roland Schendel / Elizabeth Mcclellan Ribble / Hsiu-Ping Liu) Abstract Editorial reflections Introduction Research Context and Review of the Literature Research Methods Findings Discussion and Recommendations: Promising Practices Final Thoughts Discussion Questions Notes References Implications and Conclusions (Joy Barnes-Johnson / Janelle M. Johnson) Editorial Reflections Opportunity: Positioning Equity as Transgression Project Overview On Heroes, Mentors and Change Agency: New Insights about Representation and Participation as Viewed Through the Theoretical Framework Representation Conclusions—Equity as the Fourth Dimension in STEM Education Social Justice Approaches to STEM Final Thoughts Notes References Appendices Appendix I Appendix II: Chemistry Learning for Academic Success in Science—Core/Chemistry Lab and Academic Skills for Success in Science (C.L.A.S.S.) Rubric Appendix III: COMPASS Framework of Equitable Teaching Appendix IV: STEM Engagement Rubric Appendix V: STEM-21 Curriculum Portfolio Topics Summative Assessment: STEAM Rising—Unsung Heroes of STEM Community Event Index Conceptual Framework Theorists Index