Re-Imagining Specialized STEM Academies: Igniting and Nurturing<i>Decidedly Different Minds</i>, by Design

Marshall, Stephanie Pace

doi:10.1080/02783190903386884

Cited by 33 publications

(27 citation statements)

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“…Many studies have suggested establishing new specialized STEM schools to address the issue of STEM education in the U.S. (Lynch, Behrend, Burton, & Means, 2013;Marshall, 2010;NRC;PCAST, 2010). Many researchers attempt to find differences between students in traditional and T-STEM schools because of these suggestions.…”

Section: Discussionmentioning

confidence: 99%

Examining the Role of Inclusive STEM Schools in the College and Career Readiness of Students in the United States: A Multi-Group Analysis on the Outcome of Student Achievement

2015

EDUC SCI-THEOR PRACT

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The most prominent option for finding a solution to the shortage of workers with STEM knowledge has been identified as specialized STEM schools by policymakers in the United States. The current perception of specialized STEM schools can be described as a unique environment that includes advanced curriculum, expert teachers, and opportunities for internships and immersion. This study highlights the college readiness of STEM school graduates in comparison with traditional high school graduates. Using 11th grade students' high-stake test results in reading, mathematics, and science, this article compares the achievement outcomes of both school types. In answering the research questions related to student success for attendees of either STEM or traditional schools, this research concluded that success with reading, mathematics, and science high-stake tests for students does not differ by school type. However, student demographic variables (gender, ethnicity, socioeconomic status, and special education status) may influence the success of students attending STEM schools. For example, the results revealed a statistical significance between the reading, mathematics, and science scores of male, Hispanic, White, and economically disadvantaged students from STEM and traditional schools.

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Section: Discussionmentioning

confidence: 99%

Examining the Role of Inclusive STEM Schools in the College and Career Readiness of Students in the United States: A Multi-Group Analysis on the Outcome of Student Achievement

2015

EDUC SCI-THEOR PRACT

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“…However, the current status of specialized STEM schools is not seen as promising by some researchers Marshall, 2010). One common idea expressed by these researchers is that of a flawed design in U.S. schools show a disconnection between the needs and the expectations of the nation for an advanced STEM education.…”

Section: Design Components For Successful Specialized Stem Schoolsmentioning

confidence: 99%

“…One common idea expressed by these researchers is that of a flawed design in U.S. schools show a disconnection between the needs and the expectations of the nation for an advanced STEM education. Significant changes in educational, technological, and economical contexts may cause the flawed design (Marshall, 2010). In response, researchers have suggested new design principles and conceptual frameworks necessary to create environments to inspire and attract a new generation of students Marshall, 2010).…”

Section: Design Components For Successful Specialized Stem Schoolsmentioning

confidence: 99%

“…Significant changes in educational, technological, and economical contexts may cause the flawed design (Marshall, 2010). In response, researchers have suggested new design principles and conceptual frameworks necessary to create environments to inspire and attract a new generation of students Marshall, 2010). Marshall (2010) argued learning environments designed to advance STEM education must help students in developing positive intellectual habits.…”

Section: Design Components For Successful Specialized Stem Schoolsmentioning

confidence: 99%

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Modeling Successful STEM High Schools in the United States: An Ecology Framework

Erdogan

Stuessy

2015

IJEMST

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This study aims to generate a conceptual framework for specialized Science, Technology, Engineering, and Mathematics (STEM) schools. To do so, we focused on literature and found specialized STEM schools have existed for over 100 years and recently expanded nationwide. The current perception for these schools can be described as unique environments including advanced curriculum, expert teachers, and opportunities for internships and immersion. Researchers have categorized these schools with three types: (a) selective STEM schools, (b) inclusive STEM schools, and (c) schools with STEM-focused career and technical education (CTE). Finding from the studies exploring college and career readiness of students attending these schools revealed students from specialized STEM schools are performing slightly better on high-stake mathematics and science tests in comparison with students in traditional schools. Studies also showed students from specialized STEM schools are more interested in STEM, more willing to attend classes, more likely to pass state tests, and more likely to earn college degrees. After synthesizing the literature, we created a conceptual framework of effective learning environments for specialized STEM schools using an ecology metaphor. This framework included actors (students, teachers, community leaders, and role models), contextual factors (learning environments, curriculum, instructional strategies, advanced coursework, and technology use), and actions (teaching, learning, immersion, communication, partnering, mentoring, support, and assessment).

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“…Student exposure to repeated entrepreneurship practice involving real world situations is important (Marshall, 2009;Zoltowski, Oakes, & Cardella, 2012). Despite the benefits of entrepreneurship exposure, many barriers remain for implementing interdisciplinary classes, including low enrollment, lack of administrative support, and inadequate curriculum (Goodman & Huckfeldt, 2013).…”

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confidence: 99%

Developing Practice Fields for Interdisciplinary Design and Entrepreneurship Exposure

Wilson¹

2015 ASEE Annual Conference and Exposition Proceedings

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Re-Imagining Specialized STEM Academies: Igniting and NurturingDecidedly Different Minds, by Design

Cited by 33 publications

References 1 publication

Examining the Role of Inclusive STEM Schools in the College and Career Readiness of Students in the United States: A Multi-Group Analysis on the Outcome of Student Achievement

Examining the Role of Inclusive STEM Schools in the College and Career Readiness of Students in the United States: A Multi-Group Analysis on the Outcome of Student Achievement

Modeling Successful STEM High Schools in the United States: An Ecology Framework

Developing Practice Fields for Interdisciplinary Design and Entrepreneurship Exposure

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