Engaging Families in STEM Through Environmental Education

2021 ◽  
pp. 244-271
Author(s):  
Sara Hooks ◽  
Judith Cruzado-Guerrero
Keyword(s):  
Environmental Education ◽  
Student Outcomes ◽  
Family Engagement ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Content Areas ◽  
Positive Effects ◽  
Science Technology ◽  
And Mathematics ◽  
Children's Development

Family engagement in education refers to a partnership between schools and the community to support children's development and learning. Family engagement has been at the forefront of education initiatives in recent decades as research has shown positive effects on a variety of student outcomes. At the same time, there has been increased emphasis on integrating environmental education into science, technology, engineering, and mathematics (STEM) content areas. This chapter illustrates how engaging families in environmental education within STEM curricula can benefit schools, families, and the community. Existing literature on family engagement in environmental education will be explored, along with strategies to engage families. Specific strategies for engaging families who are culturally and linguistically diverse will also be discussed. The chapter concludes with recommendations taken from the literature for designing, implementing, and sustaining family engagement in environmental education.

Connecting STEM Rich Learning Environments With Environmental Education

2020 ◽  
pp. 213-232
Author(s):  
Ellen Hamilton-Ford ◽  
Jeffrey D. Herron
Keyword(s):  
Environmental Education ◽  
Young Children ◽  
Learning Environments ◽  
Stem Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Stem Programs ◽  
Science Technology ◽  
Large Complex ◽  
And Mathematics

The objective of this chapter is to provide an overview of research in the convergence of environmental education and science, technology, engineering, and mathematics (E-STEM) education models through a values-based framework for nature. An argument for the interconnectedness of environmental education and STEM programs is presented. A further argument presented that nature-based learning environments engage children in E-STEM. Lastly, an exploration of research suggests how various pedagogical practices incorporate and facilitate the E-STEM paradigm to prepare young children for 21st century workforce that can solve large, complex problems in an information and service-based economy.

scholarly journals Counter-effect of Refugee Movement in Culturally and Linguistically Diverse Classrooms

2019 ◽  
Vol 9 (2) ◽  
pp. 22
Author(s):  
Ekrem Solak ◽  
Betül Bal Gezegin
Keyword(s):  
Mixed Method ◽  
Linguistically Diverse ◽  
Cultural Background ◽  
Culturally And Linguistically Diverse ◽  
Cultural Perspective ◽  
Integration Process ◽  
Refugee Students ◽  
Positive Effects ◽  
Diverse Classrooms ◽  
Local Students

The presence of refugee students in culturally and linguistically diverse classrooms relatively influences thedevelopment of local students as well. Students with different languages and cultural background in a learningenvironment create a different atmosphere and may influence the attitude of local students to other languages andcultures. Therefore, this study investigated how and to what extent native students were influenced from refugeestudents in terms of linguistic and cultural perspective. The mixed method was used in this study. Quantitative datawere collected from local students in culturally and linguistically diverse classrooms through a questionnaire andqualitative data were collected from teachers teaching in these classrooms by means of interviews. The results of thestudy revealed that there were remarkable positive effects of the integration process on both sides though variousproblems emerged in diverse classrooms. The findings of this research may also (delete) give implications about theinfluence of refugee movement for other cultures.

scholarly journals Abridged International Perspectives of Technology Education and Its Connection to STEM Education

2018 ◽  
Vol 10 (4) ◽  
pp. 31 ◽  
Author(s):  
Geoff Wright ◽  
Edward Reeves ◽  
John Williams ◽  
David Morrison-Love ◽  
Fiona Patrick ◽  
...  
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Collaboration Networks ◽  
School Students ◽  
Content Areas ◽  
Science Technology ◽  
International Perspectives ◽  
Integrate Technology ◽  
And Mathematics

STEM (Science, Technology, Engineering, and Mathematics) areas are integral content disciplines in all economies. Although most countries have and continue to ensure quality science (S) and Mathematics (M) education for primary (elementary) and secondary school students, the technology (T) and engineering (E) content areas tend not to be regarded as core to national curricula in the same way that science and mathematics are regarded as essential. This article discusses efforts in various countries to better promote and integrate Technology and Engineering Education (TEE) in schools. This paper highlights common themes and argues that we can learn from each other’s efforts in TEE. We argue that dialogue across nations can help us to build international STEM education collaboration networks, better understand the nature of STEM and how to better engage pupils and students in STEM subjects, and work towards gaining inputs to national TEE policy that can leverage positive change.

Engaging Culturally and Linguistically Diverse Families of Children with Disabilities

2019 ◽  
Vol 55 (2) ◽  
pp. 120-126
Author(s):  
Lydia Gerzel-Short ◽  
Elisheba W. Kiru ◽  
Yun-Ju Hsiao ◽  
Katrina A. Hovey ◽  
Yan Wei ◽  
...  
Keyword(s):  
Parent Involvement ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Family Engagement ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
School Partnerships ◽  
Social Success ◽  
Engagement Strategies ◽  
Shared Agency

Classrooms are increasingly more diverse, and student success can be enhanced through family engagement, especially for culturally and linguistically diverse (CLD) students with disabilities. Too often teachers are stymied by how to engage CLD families of children with disabilities. Common practices of parent involvement are ineffective and fail to appreciate families as members of the educational team. Family engagement seeks to establish and maintain authentic family-school partnerships based on mutual respect and shared agency for student academic and social success. This column provides specific family engagement strategies that teachers and schools can implement in an effort to provide reciprocal collaboration.

Every Student Can't Succeed If Every Voice is Not Heard: Equity Perspectives from STEM Educators

2018 ◽  
Vol 120 (13) ◽  
pp. 1-23
Author(s):  
Jamaal Young ◽  
Mary Margaret Capraro ◽  
Robert Capraro ◽  
Marti Cason
Keyword(s):  
Teacher Effectiveness ◽  
Stem Education ◽  
Underserved Populations ◽  
High Yield ◽  
Content Areas ◽  
Local Schools ◽  
Science Technology ◽  
And Mathematics ◽  
Opportunity Gaps ◽  
Every Student Succeeds Act

The Every Student Succeeds Act (ESSA) provides numerous provisions to support science, technology, engineering, and mathematics (STEM). These provisions do not necessarily address persistent achievement and opportunity gaps. We contend that if states, districts, and local schools capitalize on the autonomy provided in the ESSA, access, equity, and achievement in STEM can be attainable to traditionally underserved populations of learners. The purpose of this article is to review the enumerated provisions pertinent to STEM and, based on these provisions, present recommendations to support access, equity, and achievement in STEM content areas. Our review indicates that the ESSA presents provisions in five areas related to STEM education: (1) standards, (2) assessments, (3) accountability, (4) teacher effectiveness, and (5) well-rounded education. Using these five areas as an organizational framework, we provide recommendations to support enduring challenges related to equity, access, and achievement in STEM education. These recommendations are based on current high-yield practices used to support equity, access, and achievement in STEM content.

The 4Cs of Academic Language and Literacy

2021 ◽  
pp. 297-316
Author(s):  
Salika A. Lawrence ◽  
Tiffany Labissiere ◽  
Monique C. Stone
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Academic Language ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Language And Literacy ◽  
Traditional Classrooms ◽  
Virtual Classrooms ◽  
Content Areas ◽  
Linguistically Diverse Students

This chapter describes how teachers have used structured discussions and digital tools to transition from traditional classrooms to remote, online instruction during the COVID-19 pandemic. With emphasis on culturally and linguistically diverse students, the chapter includes examples of how teachers reinforce literacy while supporting 21st century skills such as collaboration, communication, critical thinking, and creativity. Tools and strategies are presented along with examples teachers can use to facilitate student learning across content areas in virtual classrooms.

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