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STEM21

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

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Edited By Joy Barnes-Johnson and Janelle M. Johnson

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.

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| xi →

 

Tables



Table 1.1: 21st century education legislation equity links to STEM competitiveness initiatives

Table 1.2: Banksian multicultural education: Short research timeline

Table 1.3: Applying Tanner’s equitable teaching: Responses to strategic self-assessment questions

Table 1.4: Highlighted chapter vocabulary

Table 6.1: Key features of the cohorts and settings for the two UAV curriculum deployments

Table 6.2: Planning a rescue storyboard template

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