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007 cr |n|||||||||
008 140709t20142014dcua ob 100 0 eng d
019 893439510
020 9780309306430
020 0309306434
020 |z9780309306423
020 |z0309306426
020 9780309306393
020 0309306396
035 (OCoLC)883576026|z(OCoLC)893439510
040 COO|beng|erda|epn|cCOO|dCUS|dN$T|dYDXCP|dOCLCQ|dOCLCF
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043 n-us---
049 RIDW
050 4 LB1585.3|b.C66 2014
072 7 EDU|x010000|2bisacsh
082 04 372.35/0440973|223
090 LB1585.3|b.C66 2014
111 2 STEM Learning is Everywhere: Engaging Schools and
Empowering Teachers to Integrate Formal, Informal, and
Afterschool Education to Enhance Teaching and Learning in
Grades K-8 (Workshop)|d(2014 :|cIrvine, Calif.)
245 10 STEM learning is everywhere :|bsummary of a convocation on
building learning systems /|cSteve Olson and Jay Labov,
rapporteurs ; Planning Committee on STEM Learning Is
Elsewhere : Engaging Schools and Empowering Teachers to
Integrate Formal, Informal, and Afterschool Education to
Enhance Teaching and Learning in Grades K-8 ; Teacher
Advisory Council ; Division of Behavioral and Social
Sciences and Education, National Research Council of the
National Academies.
264 1 Washington, D.C. :|bNational Academies Press,|c©2014.
264 4 |c©2014
300 1 online resource (x, 80 pages) :|bcolor illustrations
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
347 text file|2rdaft
504 Includes bibliographical references (pages 57-59).
505 0 Introduction to the Convocation -- Envisioning the
Possible -- Achieving the Vision -- Implications for
Research and Policy -- Breakout Sessions by Topic --
Breakout Sessions by Sector -- Comments from Convocation
Participants -- References -- Appendix A: Convocation
Agenda -- Appendix B: Convocation Attendees -- Appendix C:
Brief Biographies of Committee Members and Presenters.
520 "Science, technology, engineering, and mathematics (STEM)
permeate the modern world. The jobs people do, the foods
they eat, the vehicles in which they travel, the
information they receive, the medicines they take, and
many other facets of modern life are constantly changing
as STEM knowledge steadily accumulates. Yet STEM education
in the United States, despite the importance of these
subjects, is consistently falling short. Many students are
not graduating from high school with the knowledge and
capacities they will need to pursue STEM careers or
understand STEM-related issues in the workforce or in
their roles as citizens. For decades, efforts to improve
STEM education have focused largely on the formal
education system. Learning standards for STEM subjects
have been developed, teachers have participated in STEM-
related professional development, and assessments of
various kinds have sought to measure STEM learning. But
students do not learn about STEM subjects just in school.
Much STEM learning occurs out of school--in organized
activities such as afterschool and summer programs, in
institutions such as museums and zoos, from the things
students watch or read on television and online, and
during interactions with peers, parents, mentors, and role
models. To explore how connections among the formal
education system, afterschool programs, and the informal
education sector could improve STEM learning, a committee
of experts from these communities and under the auspices
of the Teacher Advisory Council of the National Research
Council, in association with the California Teacher
Advisory Council organized a convocation that was held in
February 2014. Entitled "STEM Learning Is Everywhere:
Engaging Schools and Empowering Teachers to Integrate
Formal, Informal, and Afterschool Education to Enhance
Teaching and Learning in Grades K-8," the convocation
brought together more than 100 representatives of all
three sectors, along with researchers, policy makers,
advocates, and others, to explore a topic that could have
far-reaching implications for how students learn about
STEM subjects and how educational activities are organized
and interact. This report is the summary of that meeting.
STEM Learning is Everywhere explores how engaging
representatives from the formal, afterschool, and informal
education sectors in California and from across the United
States could foster more seamless learning of STEM
subjects for students in the elementary and middle grades.
The report also discusses opportunities for STEM that may
result from the new expectations of the Next Generation
Science Standards and the Common Core Standards for
Mathematics and Language Arts."--Publisher's description.
588 0 Print version record.
590 eBooks on EBSCOhost|bEBSCO eBook Subscription Academic
Collection - North America
650 0 Science|xStudy and teaching|zUnited States|xEvaluation
|0https://id.loc.gov/authorities/subjects/sh2010112271
|vCongresses.|0https://id.loc.gov/authorities/subjects/
sh99001533
650 0 Technology|xStudy and teaching|zUnited States|0https://
id.loc.gov/authorities/subjects/sh2009102947|xEvaluation
|0https://id.loc.gov/authorities/subjects/sh00005674
|vCongresses.|0https://id.loc.gov/authorities/subjects/
sh99001533
650 0 Engineering|xStudy and teaching|zUnited States|0https://
id.loc.gov/authorities/subjects/sh2008103079|xEvaluation
|0https://id.loc.gov/authorities/subjects/sh00005674
|vCongresses.|0https://id.loc.gov/authorities/subjects/
sh99001533
650 0 Mathematics|xStudy and teaching|zUnited States|0https://
id.loc.gov/authorities/subjects/sh85082162|xEvaluation
|0https://id.loc.gov/authorities/subjects/sh00005674
|vCongresses.|0https://id.loc.gov/authorities/subjects/
sh99001533
650 0 Educational evaluation|zUnited States|0https://id.loc.gov/
authorities/subjects/sh2008102669|vCongresses.|0https://
id.loc.gov/authorities/subjects/sh99001533
650 0 Technological literacy|0https://id.loc.gov/authorities/
subjects/sh97002008|zUnited States|0https://id.loc.gov/
authorities/names/n78095330-781|vCongresses.|0https://
id.loc.gov/authorities/subjects/sh99001533
650 7 Science|xStudy and teaching.|2fast|0https://
id.worldcat.org/fast/1108387
650 7 Evaluation.|2fast|0https://id.worldcat.org/fast/916975
650 7 Technology|xStudy and teaching.|2fast|0https://
id.worldcat.org/fast/1145221
650 7 Engineering|xStudy and teaching.|2fast|0https://
id.worldcat.org/fast/910417
650 7 Mathematics|xStudy and teaching.|2fast|0https://
id.worldcat.org/fast/1012236
650 7 Educational evaluation.|2fast|0https://id.worldcat.org/
fast/903437
650 7 Technological literacy.|2fast|0https://id.worldcat.org/
fast/1145059
651 7 United States.|2fast|0https://id.worldcat.org/fast/1204155
655 0 Electronic books.
655 4 Electronic books.
655 7 Conference papers and proceedings.|2fast|0https://
id.worldcat.org/fast/1423772
655 7 Conference papers and proceedings.|2lcgft|0https://
id.loc.gov/authorities/genreForms/gf2014026068
700 1 Olson, Steve,|d1956-|0https://id.loc.gov/authorities/names
/n85025654|erapporteur.
700 1 Labov, Jay B.|q(Jay Brian),|0https://id.loc.gov/
authorities/names/no2008073081|erapporteur.
710 2 National Research Council (U.S.).|0https://id.loc.gov/
authorities/names/n79036113|bPlanning committee on STEM
Learning is Everywhere: Engaging Schools and Empowering
Teachers to Integrate Formal, Informal, and Afterschool
Education to Enhance Teaching and Learning in Grades K-8.
776 08 |iPrint version:|aSTEM Learning is Everywhere: Engaging
Schools and Empowering Teachers to Integrate Formal,
Informal, and Afterschool Education to Enhance Teaching
and Learning in Grades K-8 (Workshop) (2014 : Irvine,
Calif.).|tSTEM learning is everywhere.|dWashington, D.C. :
National Academies Press, ©2014|z9780309306423
|w(OCoLC)891184914
856 40 |uhttps://rider.idm.oclc.org/login?url=http://
search.ebscohost.com/login.aspx?direct=true&scope=site&
db=nlebk&AN=867597|zOnline eBook. Access restricted to
current Rider University students, faculty, and staff.
856 42 |3Instructions for reading/downloading this eBook|uhttp://
guides.rider.edu/ebooks/ebsco
901 MARCIVE 20231220
948 |d20160607|cEBSCO|tebscoebooksacademic|lridw
994 92|bRID
