Identifying and Developing Talent in Science, Technology, Engineering, and Mathematics (STEM): An Agenda for Research, Policy, and Practice

Subotnik, Rena F.; Orland, Martin E.; Rayhack, Kristin; Schuck, Julie Anne; Edmiston, Ashley; Earle, Janice; Crowe, Edward; Johnson, Pat; Carroll, Tom; Berch, Daniel B.; Fuchs, Bruce

doi:10.1007/978-1-4020-6162-2_69

Cited by 15 publications

(9 citation statements)

References 8 publications

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“…The outcomes of selective high schools that prepare students with demonstrated high aptitude and interest in science and mathematics have been studied for decades. However successful these highly selective schools have been (see Subotnik et al, ; Subotnik, Tai, Almarode, & Crowe, ) in graduating students who go on to undertake STEM majors, these selective schools are not serving the needs of large numbers of students interested in STEM, especially those who are underrepresented in STEM fields—namely women, African Americans, Hispanics, and low SES students (Badia & Chapman, ; Means et al, ; Subotnik, Rayhack, & Edmiston, ). Several states have launched initiatives to start inclusive STEM high schools in response to this gap and changing demographics that dictate the need to prepare a more diverse set of students for STEM jobs and careers.…”

Section: Research On Stem High Schoolsmentioning

confidence: 99%

Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components

et al. 2017

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Inclusive STEM high schools (ISHSs) can be viewed as opportunity structures for students underrepresented in STEM. By opportunity structures, we mean an education that provides not only access to high quality STEM curriculum and instruction or "opportunity to learn," but also the capacity to create learning environments where students can build STEM social capital and the dispositions, knowledge, skills, and networks to be successful in STEM college majors and careers. This is a cross-case analysis of case studies that describe the design and implementation of eight "exemplar" ISHSs. Beginning with 10 hypothesized critical components, we found evidence for all 10, but present in unique patterns of prominence, depending on the school context. Further inductive analysis located an additional four emergent critical components that complete the picture of how these successful ISHSs were able to achieve their goals. Importantly, across schools, four components stood out as foundational: a flexible and autonomous administrative structure; a college-preparatory, STEM-focused curriculum for all; well-prepared STEM teachers and professionalized teaching staffs; and supports for students in underrepresented groups.

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Section: Research On Stem High Schoolsmentioning

confidence: 99%

Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components

et al. 2017

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“…As noted above, the National Science Board led the efforts of the US administration (NSF, 2009). Experts invited for a hearing in 2009 emphasized policy issues related to the development of innovators (Subotnik et al, 2009), findings from highability studies (Benbow, 2009;Van Tassel-Baska and MacFarlane, 2009), and a need to change the practice of scientists' development (Root-Bernstein, 2008). Shavinina (2009g) underlined the need to study high achievers in STEM areas (e.g., Nobel laureates, great inventors, and innovators with long-standing records of breakthrough innovations), whose innovation achievements are undeniable, as well as a need to focus on innovation education for everyone.…”

Section: The Link Between Giftedness and Innovation The Origins Of Innovation Educationmentioning

confidence: 99%

How to develop innovators? Innovation education for the gifted¹

Shavinina

2012

Gifted Education International

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Many people correctly believe that a majority of innovators come from the population of gifted and talented children. If we want to develop innovative abilities of the gifted, then a special, new direction in gifted education is needed: innovation education. This article introduces innovation education, which refers to a wide range of educational interventions aimed at identifying, developing, and transforming child talent into adult innovation. Such educational interventions should include, but should not be limited to, the 10 interrelated components. This article describes each of them.

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“…Measures that focus on outputs such as improvement in student achievement and how the STEM program affect students' life-long commitment to a STEM field should be conducted. We are indeed concerned about the absence of a sound knowledge base for determining the effectiveness of a STEM program in light of meeting the nation's STEM talent growth objectives [14].…”

Section: Introductionmentioning

confidence: 99%

Transformative education Web 2.0 systems for enriching high school STEM education

Qiu

Lee

2013

2013 IEEE 4th International Conference on Software Engineering and Service Science

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Abslracl-There are currently over a hundred STEM (Science, Technology, Engineering, and Mathematics) programs in the U.S., aimed at encouraging students to enter a STEM-related career. Of the fields encompassed by STEM, mathematics is the foundation. However, American teens have demonstrated less ability and aptitude for mathematics than the teens in many other countries. Efforts to reduce this ability gap have focused on building a better communal structure within schools, creating more cohesive math curricula, offering smaller classes, encouraging cooperative learning, and helping students overcome math anxiety at school. There is very little published literature on the potential of guided cyber-based self-learning in STEM education, although there are a variety of online STEM learning web sites available for students to access at or after school. In particular, no scientific approach exists to address STEM education challenges in an outside-school setting. The paper briefly unveil an approach to transformatively addressing how mathematics learning, outside of a formal high school setting, could contribute to students' math aptitude. A Web 2.0 system has been deployed, focusing on promoting students' collaborative learning. A big data architecture is applied to addressing voluminous data, which ensures that unstructured Web 2.0 data are always ready for analysis in real time.

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Identifying and Developing Talent in Science, Technology, Engineering, and Mathematics (STEM): An Agenda for Research, Policy, and Practice

Cited by 15 publications

References 8 publications

Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components

Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components

How to develop innovators? Innovation education for the gifted¹

Transformative education Web 2.0 systems for enriching high school STEM education

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Identifying and Developing Talent in Science, Technology, Engineering, and Mathematics (STEM): An Agenda for Research, Policy, and Practice

Cited by 15 publications

References 8 publications

Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components

Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components

How to develop innovators? Innovation education for the gifted1

Transformative education Web 2.0 systems for enriching high school STEM education

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Resources

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How to develop innovators? Innovation education for the gifted¹