scholarly journals Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

2021 ◽  
Vol 6 ◽  
Author(s):  
Kathryn Holmes ◽  
Erin Mackenzie ◽  
Nathan Berger ◽  
Michelle Walker
Keyword(s):  
Scoping Review ◽  
Community Involvement ◽  
Knowledge Integration ◽  
Stem Learning ◽  
Pedagogical Approach ◽  
Time Restrictions ◽  
K 12 ◽  
The Impact ◽  
Localized Learning ◽  
Pedagogical Approaches

Student engagement and learning in science, technology, engineering and mathematics (STEM) fields in primary and secondary schools is increasingly being emphasized as the importance of STEM skills for future careers is realized. Localized learning has been identified as a group of pedagogical approaches that may enhance learning in STEM by making the relevance of STEM clear to students and providing stronger connections to students’ lives and contexts. This paper reports on a scoping review that was conducted to identify the benefits and limitations of localized learning in primary and secondary school STEM disciplines. A secondary aim of the review was to identify strategies that increase the effectiveness of localized learning these disciplines. Following literature searches of four databases, 1923 articles were identified. Twenty-five studies met the inclusion criteria. Potential benefits of localized learning included increases in enjoyment of STEM, improvements in learning, more positive STEM career aspirations, and development of transferable skills. The main challenges of these pedagogical approaches were time restrictions and lack of community involvement. Strategies for enhancing the impact of localized pedagogy included professional development for teachers (in STEM content knowledge, integration of localized pedagogy, and capacity to address socio-scientific issues), integration of technology, whole-school implementation of the pedagogical approach, and integration of the wider community into STEM education. These findings provide support for localized learning as an effective pedagogical approach to enhance STEM learning in schools, while emphasizing the critical roles of teachers and communities in supporting students to realize the relevance of STEM in their lives.

Teacher-Created Augmented Reality Experiences

2015 ◽  
pp. 66-86
Author(s):  
Patrick O'Shea ◽  
Daniel Curry-Corcoran
Keyword(s):  
Elementary School ◽  
Augmented Reality ◽  
Educational Practices ◽  
Training Process ◽  
Pedagogical Approach ◽  
Newport News ◽  
K 12 ◽  
5Th Grade ◽  
Pedagogical Approaches ◽  
Choice Of Technology

This paper describes the process and results of a project to incorporate Augmented Reality (AR) technologies and pedagogical approaches into a Virginian elementary school and a corresponding process to train a group of Australian teachers to develop AR experiences for their own educational settings. The process involved training a group of 5th grade teachers in Newport News Virginia and a corresponding group of k-12 teachers in Queensland, Australia on the design and production of narrative-based AR games in order to give them the skills to build their own AR games. This chapter focuses on describing the training process, the pedagogical approach, and an exploration of the practical issues that arose from these projects (e.g. policy and fiscal issues that dictated the choice of technology). The discussion of the results from this effort demonstrates the promise of the approach, and shows the potential for educational practices.

Perceptions of Students and Educators on the Impact of No Child Left Behind: Some Will and Some Won't

2005 ◽  
Vol 24 (1) ◽  
pp. 64-69 ◽  
Author(s):  
Nancy E. Harriman
Keyword(s):  
No Child Left Behind ◽  
Students With Disabilities ◽  
Community Involvement ◽  
Special Educators ◽  
Middle Level ◽  
Structured Interviews ◽  
Negative Effects ◽  
Left Behind ◽  
K 12 ◽  
The Impact

How do students and educators perceive the No Child Left Behind law and its impact? The author reports on structured interviews with 15 staff members K-12 and 37 middle level students in a small, northeastern coastal community. The responses of students included three themes: fairness to subgroups, student effort and self-determination, and apprehensions about changing schools. Issues identified by teachers, special educators and administrators included: desirable effects of accountability; concerns about fairness to students with disabilities and diverse learning needs; conflicts between state and federal requirements; and negative effects on teaching, learning and allocation of resources. Most respondents recommended that the law be amended to achieve the original intent. Of particular relevance to special educators in small or rural schools is the overall challenge identified by educators of finding time to balance the often apparently competing demands of existing initiatives such as individualized instruction, curriculum of place, community involvement, and development of functional skills, with the additional bureaucratic and assessment related demands required by No Child Left Behind.

Implementation of School Diabetes Care in the United States: A Scoping Review

2021 ◽  
pp. 105984052110263
Author(s):  
Ruopeng An ◽  
Danyi Li ◽  
Marjorie Cole ◽  
Katherine Park ◽  
Aaron R. Lyon ◽  
...  
Keyword(s):  
Health Care Providers ◽  
Scoping Review ◽  
Diabetes Care ◽  
The United States ◽  
Local Health ◽  
Care Providers ◽  
Multiple Stakeholders ◽  
Complex Interactions ◽  
K 12 ◽  
The Impact

Diabetes management at school demands close collaboration of multiple stakeholders, including students with diabetes and parents, school nurses, teachers/staff, and local health care providers. This scoping review identified and synthesized evidence concerning factors that contributed to the quality and effectiveness of diabetes care implementation in U.S. K-12 schools. Forty-six studies met the eligibility criteria and were included. Five common factors emerged surrounding training and experiences, communications, parent engagement, resource allocations, and school environment. Complex interactions between multiple stakeholders jointly determined the quality of school diabetes care. A conceptual model was established to elucidate the complex interactions between multiple stakeholders and the relevant facilitators and barriers. Future research should improve sample representativeness, contrast school diabetes care practices to the national guidelines, and assess the impact of the social, economic, and political environment at federal, state, local/district levels on school diabetes care implementation.

A research model to study research-practice partnerships in education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amanda Cooper ◽  
Stephen MacGregor ◽  
Samantha Shewchuk
Keyword(s):  
Capacity Building ◽  
Scoping Review ◽  
Research Practice ◽  
Research Model ◽  
Content Type ◽  
Study Research ◽  
Collaborative Processes ◽  
Learning Cycles ◽  
K 12 ◽  
The Impact

PurposeThis scoping review utilizes findings from 80 articles to build a research model to study research-practice-policy networks in K-12 education systems. The purpose of this study was to generate a broad understanding of the variation in conceptualizations of research-practice-policy partnerships, rather than dominant conceptualizations.Design/methodology/approachArskey and O'Malley's (2005) five stage scoping review process was utilized including: (1) a consultative process with partners to identify research questions, (2) identify relevant studies, (3) study selection based on double-blind peer review, (4) charting the data and (5) collating, summarizing and reporting the results in a research model identifying key dimensions and components of research-practice partnerships (RPPs).FindingsCoburn et al. (2013) definition of RPPs arose as an anchoring definition within the emerging field. This article proposes a model for understanding the organization and work of RPPs arising from the review. At the core lies shared goals, coproduction and multistakeholder collaboration organized around three dimensions: (1) Systems and structures: funding, governance, strategic roles, policy environment, system alignment; (2) Collaborative processes: improvement planning and data use, communication, trusting relationships, brokering activities, capacity building; (3) Continuous Learning Cycles: social innovation, implementation, evaluation and adaptation.Research limitations/implicationsBy using a common framework, data across RPPs and from different studies can be compared. Research foci might test links between elements such as capacity building and impacts, or test links between systems and structures and how those elements influence collaborative processes and the impact of the RPPs. Research could test the generalizability of the framework across contexts. Through the application and use of the research model, various elements might be refuted, confirmed or refined. More work is needed to use this framework to study RPPs, and to develop accompanying data collection methods and instruments for each dimension and element.Practical implicationsThe practical applications of the framework are to be used by RPPs as a learning framework for strategic planning, iterative learning cycles and evaluation. Many of the elements of the framework could be used to check-in with partners on how things are going – such as exploring how communication is working and whether these structures move beyond merely updates and reporting toward joint problem-solving. The framework could also be used prior to setting up an RPP as an organizing approach to making decisions about how that RPP might best operate.Originality/valueDespite increased attention on multistakeholder networks in education, the conceptual understanding is still limited. This article analyzed theoretical and empirical work to build a systematic model to study RPPs in education. This research model can be used to: identify RPP configurations, analyze the impact of RPPs, and to compare similarities and differences across configurations.

scholarly journals How can we monitor the impact of national health information systems? Results from a scoping review

2019 ◽  
Vol 30 (4) ◽  
pp. 648-659 ◽  
Author(s):  
Marie Delnord ◽  
F Tille ◽  
L A Abboud ◽  
D Ivankovic ◽  
H Van Oyen
Keyword(s):  
Health Information ◽  
National Health ◽  
Scoping Review ◽  
Stakeholder Engagement ◽  
Knowledge Integration ◽  
Health Service Delivery ◽  
Organizational Level ◽  
Healthcare Provision ◽  
Public Health Decision ◽  
The Impact

Abstract Background National health information (HI) systems provide data on population health, the determinants of health and health system performance within countries. The evaluation of these systems has traditionally focused on statistical practices and procedures, and not on data use or reuse for policy and practice. This limits the capacity to assess the impact of HI systems on healthcare provision, management and policy-making. On the other hand, the field of Knowledge Translation (KT) has developed frameworks to guide evidence into practice. Methods A scoping review of the KT literature to identify the essential mechanisms and determinants of KT that could help monitor the impact of HI systems. Results We examined 79 publications and we identified over 100 different KT frameworks but none of these were focused on HI systems per se. There were specific recommendations on disseminating evidence to stakeholders at the institutional and organizational level, and on sustaining the use of evidence in practice and the broader community setting. Conclusions We developed a new model, the HI-Impact framework, in which four domains are essential for mapping the impact of national HI systems: (i) HI Evidence Quality, (ii) HI System Responsiveness, (iii) Stakeholder Engagement and (iv) Knowledge Integration. A comprehensive impact assessment of HI systems requires addressing the use of HI in public health decision-making, health service delivery and in other sectors which might have not been considered previously. Monitoring Stakeholder Engagement and Knowledge Integration certifies that the use of HI in all policies is an explicit point of assessment.

The Relationships among High School STEM Learning Experiences and Students’ Intent to Declare and Declaration of a STEM Major in College

2015 ◽  
Vol 117 (3) ◽  
pp. 1-46 ◽  
Author(s):  
Martha Cecilia Bottia ◽  
Elizabeth Stearns ◽  
Roslyn Arlin Mickelson ◽  
Stephanie Moller ◽  
Ashley Dawn Parler
Keyword(s):  
High School ◽  
Research Question ◽  
Learning Experiences ◽  
Academic Preparation ◽  
Stem Learning ◽  
Stem Major ◽  
Stem Career ◽  
K 12 ◽  
The Impact

Background/Context Schools are integral to augmenting and diversifying the science, technology, engineering, and mathematics (STEM) workforce. This is because K–12 schools can inspire and reinforce students’ interest in STEM, in addition to academically preparing them to pursue a STEM career. Previous literature emphasizes the importance of high-quality STEM academic preparation in high school and the role of informal and formal exposure to STEM as important influences on students’ chances of following a STEM career. Interestingly, although many students decide to major in STEM fields while they are in high school, the majority of the extant literature about why students choose STEM majors primarily focuses on students’ experiences during the college years. Purpose/Objective/Research Question/Focus of Study Through our research, we seek to investigate how learning experiences of inspiration/reinforcement/preparation toward STEM that students have during high school can help explain the stark differences in STEM involvement by gender and ethnicity. We first investigate the importance of high school inspirational/ reinforcing/ preparatory experiences for students’ intent to major in STEM while in high school. We then see how they relate to students’ actual choice of a STEM major. We do this focusing on gender and racial/ethnic differences in outcomes. Specifically, we analyze the impact of the timing of high school STEM courses (algebra, biology, and physics), the quantity of STEM-related classes, and the quality of these courses on students’ decision to pursue a college STEM major. Research Design This is an analysis of quantitative data gathered about members of North Carolina's 2004 high school graduating class who also matriculated to one of the 16 campuses of the University of North Carolina system. Our research developed in two different stages. In the first stage, we utilize multilevel binomial models to examine students’ intent to declare a STEM major in their senior year of high school. In the second stage, we employ multilevel multinomial models to analyze chances of declaring a STEM major during the years 2005–2011, when students are in college. Findings/Results Findings suggest that STEM experiences of inspiration/reinforcement/ preparation during high school interact with demographic variables to moderate students’ interest in STEM. Taking physics and intending to major in STEM during high school are the variables most closely associated with students’ choice of STEM as a major. In addition, taking physics is especially important for young women's odds of declaration of STEM. Conclusions/Recommendations Findings suggest several policy recommendations: Provide a variety of high school learning STEM experiences that will link and augment students’ interest in STEM; change the way physics is presented to female students; utilizing curricula and pedagogy that focus on ways that physics is personally relevant may increase the number of young women who take the course in high school; increase the quality of the STEM-related academic preparation of students; particular attention should be given to underrepresented subgroups of students; increase the offering of math and science-focused program at schools; and increase the availability of more STEM-related co- and extracurricular experiences available to youth.

scholarly journals Creating Links between the School and the Community Beyond its Walls: What Teachers and Principals Do to Develop and Lead School-Community Partnerships

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
Catherine Hands
Keyword(s):  
Community Involvement ◽  
School Personnel ◽  
School Community ◽  
Community Partnerships ◽  
Magnet School ◽  
Leadership Roles ◽  
Partnership Development ◽  
K 12 ◽  
Collaborative Activities ◽  
The Impact

This paper is based on a qualitative case study examining the impact of social context on school-community partnerships. Sixty-four students and school personnel at one K-12 magnet school in southern California participated in 21 open-ended, 45-minute interviews. Observations were conducted, and documents were collected. Structural, cultural and agentive issues impacted partnership establishment. Teachers and the principal valued a school culture was conducive to community involvement. They collectively developed the school’s mission and vision with a focus on global citizenship, and initiated partnerships consistent with the vision. The stages of the partnership development process are discussed, and it is argued that they are broadly applicable to the establishment of collaborative activities. Funding and networks contributed to the professional development, resources and technology needed to support partnering. Findings extend research by identifying the educators’ leadership roles in partnering, and the structures and cultures that facilitate it.

The Digital Divide and K-12 Student Computer Use

10.28945/2926 ◽  
2005 ◽  
Author(s):  
James N. Morgan ◽  
Craig A. VanLengen
Keyword(s):  
Digital Divide ◽  
Computer Use ◽  
Census Data ◽  
Internet Access ◽  
Demographic Characteristics ◽  
The Internet ◽  
Substantial Impact ◽  
Limited Basis ◽  
K 12 ◽  
The Impact

The divide between those who have computer and Internet access and those who do not appears to be narrowing, however overall statistics may be misleading. Measures of computer availability in schools often include cases where computers are only available for administration or are available only on a very limited basis (Gootman, 2004). Access to a computer and the Internet outside of school helps to reinforce student learning and emphasize the importance of using technology. Recent U.S. statistics indicate that ethnic background and other demographic characteristics still have substantial impact on the availability and use of computers by students outside of the classroom. This paper examines recent census data to determine the impact of the household on student computer use outside of the classroom. Encouragingly, the findings of this study suggest that use of a computer at school substantially increases the chance that a student will use a computer outside of class. Additionally, this study suggests that computer use outside of the classroom is positively and significantly impacted by being in a household with adults who either use a computer at work or work in an industry where computers are extensively used.

Critical Review of K-12 Filipina/o American Curriculum

2009 ◽  
Vol 7 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Patricia Halagao ◽  
Allyson Tintiangco-Cubales ◽  
Joan Cordova
Keyword(s):  
Literature Review ◽  
Critical Pedagogy ◽  
Historical Development ◽  
Research Study ◽  
Application Development ◽  
Theoretical Frameworks ◽  
Curricular Content ◽  
K 12 ◽  
Pedagogical Approaches ◽  
Critical Literature

This research study provides the first comprehensive and critical literature review of K–12 Filipina/o American curricula found in formal and informal educational settings. Thirty-three Filipina/o American curricula representing a diverse array of authors, audiences, content, and pedagogical approaches were reviewed. The authors of this study developed a “Critical Framework of Review” rooted in critical pedagogy in order to analyze the historical development of Filipina/o American curricula along with an analysis of major topics, concepts, guiding theoretical frameworks, pedagogical approaches, and outcomes. The review concludes with a discussion and summary of the overarching themes of Filipina/o curricular content, instruction, and impact gained from this study and recommendations for the application, development, distribution, and research of more Filipina/o American K–12 curriculum resources.

The Relationship Between Highly Visual Social Media and Young People’s Mental Health: A Scoping Review (Preprint)

2020 ◽  
Author(s):  
Alanna McCrory
Keyword(s):  
Mental Health ◽  
Social Media ◽  
Young People ◽  
Scoping Review ◽  
Quantitative Methods ◽  
Grey Literature ◽  
Significant Proportion ◽  
Mental Wellbeing ◽  
Published Evidence ◽  
The Impact

UNSTRUCTURED Users of highly visual social media (HVSM), such as Snapchat and Instagram, share their messages through images, rather than relying on words. A significant proportion of people that use these platforms are adolescents. Previous research reveals mixed evidence regarding the impact of online social technologies on this age group’s mental wellbeing, but it is uncertain whether the psychological effects of visual content alone differ from text-driven social media. This scoping review maps existing literature that has published evidence about highly visual social media, specifically its psychological impact on young people. Nine electronic databases and grey literature from 2010 until March 2019 were reviewed for articles describing any aspect of visual social media, young people and their mental health. The screening process retrieved 239 articles. With the application of eligibility criteria, this figure was reduced to 25 articles for analysis. Results indicate a paucity of data that exclusively examines HVSM. The predominance of literature relies on quantitative methods to achieve its objectives. Many findings are inconsistent and lack the richness that qualitative data may provide to explore the reasons for theses mixed findings.

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