Engineering
Networking Urban Resources with Teachers and University to enRich Early Childhood Science (NURTURES) Phase II: Expansion and Evaluation
Facilitating Teachers' and Young Children's Science Learning through Iterative Cycles of Teacher Professional Development
Informal STEM Teaching and Learning Through Infusing Computational Thinking into Science Learning
Using Collective Argumentation to Develop Teaching Practices Integrating Coding Within the Science and Math Curriculum
The roles of engineering notebooks in shaping elementary engineering student discourse and practice
Engineering design challenges offer important opportunities for students to learn science and engineering knowledge and practices. This study examines how students’ engineering notebooks across four units of the curriculum Engineering is Elementary (EiE) support student work during design challenges. Through educational ethnography and discourse analysis, transcripts of student talk and action were created and coded around the uses of notebooks in the accomplishment of engineering tasks.
This study examines how students’ engineering notebooks across four units of the curriculum Engineering is Elementary (EiE) support student work during design challenges.
Framing Engineering Practices in Elementary School Classrooms
Cunningham, C. M., & Kelly, G. J. (2017). Framing Engineering Practices in Elementary School Classrooms. International Journal of Engineering Education, 33(1B), 295–307.
This article focused on engineering practices for elementary classrooms.
Family-school partnerships in a context of urgent engagement: Rethinking models, measurement, and meaningfulness
This commentary highlights key themes across the five chapters of this volume, as well as offers specific recommendations concerning future directions for inquiry on the issue of family–school connections. A case is made that in order to advance scientific knowledge of this issue and its application, dialogue is sorely needed that is multidisciplinary, engages mixed methods and emic traditions, and attends to how context shapes family–school connections.
This commentary highlights key themes across the five chapters of this volume, as well as offers specific recommendations concerning future directions for inquiry on the issue of family–school connections.
The eight essential elements of inclusive STEM high schools
Background Inclusive STEM (traditionally known to stand for “Science, Technology, Engineering, and Math”) high schools are emerging across the country as a mechanism for improving STEM education and getting more and diverse students into STEM majors and careers. However, there is no consensus on what these schools are or should be, making it difficult to both evaluate their effectiveness and scale successful models. We addressed this problem by working with inclusive STEM high school leaders and stakeholders to articulate and understand their intended school models.
This framework offers a clear picture of what exactly inclusive STEM schools are and common language for both researchers and practitioners.
STEM-focused high schools as a strategy for enhancing readiness for postsecondary STEM programs
The logic underlying inclusive STEM high schools (ISHSs) posits that requiring all students to take advanced college preparatory STEM courses while providing student-centered, reform-oriented instruction, ample student supports, and real-world STEM experiences and role models will prepare and inspire students admitted on the basis of STEM interest rather than prior achievement for postsecondary STEM. This study tests that logic model by comparing the high school experiences and achievement of students in ISHSs and comparison schools in North Carolina.
This study tests that logic model by comparing the high school experiences and achievement of students in ISHSs and comparison schools in North Carolina.