The Development of STEAM Educational Policy to Promote Student Creativity and Social Empowerment

Autor/in	Allina, Babette
Titel	The Development of STEAM Educational Policy to Promote Student Creativity and Social Empowerment
Quelle	In: Arts Education Policy Review, 119 (2018) 2, S.77-87 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2017.1296392
Schlagwörter	Educational Policy; Creativity; STEM Education; Art Education; Empowerment; Learner Engagement; Models; Design; Rhode Island (Providence) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Kreativität; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Analogiemodell
Abstract	The Science, Technology, Engineering, Arts, and Mathematics (STEAM) movement argues that broad-based education that promotes creativity recognizes student learning diversity, increases student engagement and can potentially enhance Science, Technology, Engineering, and Mathematics (STEM) learning by embracing cross-cutting translational skills common to STEM and arts and design disciplines. This article describes and discusses the advocacy strategy designed at Rhode Island School of Design to promote STEAM education policy. Recommendations presented include (a) recognition of the arts (and design) as core subjects alongside STEM; (b) addressing issues of equity/resources to deliver arts education; (c) calling for research into potential outcomes of STEAM educational models; and (d) funding for professional development and latitude for teachers to explore interdisciplinary learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01