Partnerships to Transform STEM Learning: A Case Study of a STEM Learning Ecosystem

Autor/inn/en	Allen, Patricia J.; Lewis-Warner, Kristin; Noam, Gil G.
Titel	Partnerships to Transform STEM Learning: A Case Study of a STEM Learning Ecosystem
Quelle	In: Afterschool Matters, (2020) 31, S.30-41 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	STEM Education; Nonschool Educational Programs; Outcomes of Education; Partnerships in Education; Communities of Practice; Skill Development; Student Attitudes; Elementary Secondary Education; Oklahoma (Tulsa) + Suchen Sie Ihr Suchwort? STEM; Lernleistung; Schulerfolg; Hochschulpartnerschaft; Community; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten
Abstract	One of the most notable transformations in the STEM educational landscape in the last decade is the rise of the out-of-school time (OST) sector as a leading provider of STEM enrichment (Krishnamurthi, Ottinger, & Topol, 2013; National Research Council, 2015). High-quality OST programs provide young people with rich, engaging learning experiences, coupling STEM concepts with hands-on activities that foster youth voice and choice and apply STEM to real-world social contexts (Lyon, Jafri, & St. Louis, 2012; Noam & Shah, 2014). A large and growing literature documents the positive effects of OST STEM on youth outcomes (e.g., Allen et al., 2019; Dabney et al., 2012; Young, Ortiz, & Young, 2017). Practitioners, researchers, and policymakers show increasing interest in strategic partnerships among OST providers, K-12 schools, and other community organizations (Anthony & Morra, 2016; Bevan et al., 2010; National Research Council, 2015) to improve access to quality STEM learning, especially among underserved youth, and to increase the number of young people who pursue STEM careers (National Research Council, 2015). To better understand how communities can develop and leverage partnerships within and beyond OST to improve STEM programming, the conducted conducted an in-depth case study of one of the first STEM learning ecosystems in the U.S.: the Tulsa Regional STEM Alliance in Oklahoma, which is working to improve STEM teaching and learning from its home base in the OST sector. This article begins by describing the STEM Learning Ecosystems Community of Practice (CoP), a national initiative that cultivates dynamic community partnerships to provide high-quality STEM learning. After presenting the research frame and outlining the methodology, the authors summarize key findings from the Tulsa alliance, focusing on how an OST-led STEM learning ecosystem forms, develops, acts, evolves, and sustains itself over time. Their conclusions focus on how the OST field can lead a national movement to transform STEM education by developing strong partnerships with schools, businesses, and STEM institutions; by investing in quality standards; and by building data systems and common measurements to support continuous improvement. (ERIC).
Anmerkungen	National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01