Modeling Successful STEM High Schools in the United States: An Ecology Framework

Autor/inn/en	Erdogan, Niyazi; Stuessy, Carol L.
Titel	Modeling Successful STEM High Schools in the United States: An Ecology Framework
Quelle	3 (2015) 1, S.77-92 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	STEM Education; High Schools; Literature Reviews; College Readiness; Job Skills; School Effectiveness; High Stakes Tests; Mathematics Tests; Science Tests; Scores; Comparative Analysis; Science Interests; Occupational Aspiration; Student Attitudes; Probability; College Graduates; Graduation; Figurative Language; Ecology; Stakeholders; Context Effect; Educational Methods; Ethnic Groups; Racial Differences; Gender Differences; Institutional Characteristics; Curriculum; Special Schools; Career Education; Technical Education; Design + Suchen Sie Ihr Suchwort? STEM; High school; Oberschule; Produktive Fertigkeit; Schuleffizienz; Berufsneigung; Berufsziel; Schülerverhalten; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Hochschulabsolvent; Hochschulabsolventin; Abschluss; Graduierung; Ökologie; Educational method; Erziehungsmethode; Ethnie; Rassenunterschied; Geschlechterkonflikt; Curricula; Lehrplan; Rahmenplan; Special school; Sonderschule; Arbeitslehre; Technikunterricht
Abstract	This study aims to generate a conceptual framework for specialized Science, Technology, Engineering, and Mathematics (STEM) schools. To do so, we focused on literature and found specialized STEM schools have existed for over 100 years and recently expanded nationwide. The current perception for these schools can be described as unique environments including advanced curriculum, expert teachers, and opportunities for internships and immersion. Researchers have categorized these schools with three types: (a) selective STEM schools, (b) inclusive STEM schools, and (c) schools with STEM-focused career and technical education (CTE). Finding from the studies exploring college and career readiness of students attending these schools revealed students from specialized STEM schools are performing slightly better on high-stake mathematics and science tests in comparison with students in traditional schools. Studies also showed students from specialized STEM schools are more interested in STEM, more willing to attend classes, more likely to pass state tests, and more likely to earn college degrees. After synthesizing the literature, we created a conceptual framework of effective learning environments for specialized STEM schools using an ecology metaphor. This framework included actors (students, teachers, community leaders, and role models), contextual factors (learning environments, curriculum, instructional strategies, advanced coursework, and technology use), and actions (teaching, learning, immersion, communication, partnering, mentoring, support, and assessment). (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01