Equity from a Vocational Teacher Educator's Perspective
Author | : Clyde W. Welter |
Publisher | : |
Total Pages | : 24 |
Release | : 1987 |
Genre | : Equity |
ISBN | : |
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Author | : Clyde W. Welter |
Publisher | : |
Total Pages | : 24 |
Release | : 1987 |
Genre | : Equity |
ISBN | : |
Author | : Clyde W. Welter |
Publisher | : |
Total Pages | : 16 |
Release | : 1983 |
Genre | : Vocational education |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 28 |
Release | : 1982 |
Genre | : Educational equalization |
ISBN | : |
Author | : Nancy Carol Eliason |
Publisher | : |
Total Pages | : 20 |
Release | : 1983 |
Genre | : Vocational education |
ISBN | : |
Author | : Richard Neil Adams |
Publisher | : |
Total Pages | : 24 |
Release | : 1983 |
Genre | : Discrimination in education |
ISBN | : |
Author | : Nancy Ellen Smith Evans |
Publisher | : |
Total Pages | : 520 |
Release | : 1982 |
Genre | : Sex discrimination in education |
ISBN | : |
Author | : Jane Plihal |
Publisher | : |
Total Pages | : 102 |
Release | : 1986 |
Genre | : Vocational education |
ISBN | : |
Author | : Jo Ann Crandall |
Publisher | : |
Total Pages | : 20 |
Release | : 1983 |
Genre | : Education, Bilingual |
ISBN | : |
Author | : Jimmy Casas |
Publisher | : CRC Press |
Total Pages | : 197 |
Release | : 2021-06-21 |
Genre | : Education |
ISBN | : 1000395685 |
In this third volume of the Routledge Great Educators Series, ten of education’s inspiring thought-leaders come together to bring you their perspectives on how to improve equitable outcomes in your school or classroom, so that all students have what they need to succeed. You will learn how to overcome barriers to equity of access; embrace a student’s cultural capital; attract and retain a diverse talent pool; incorporate intersectional identities in an inclusive classroom; implement more equitable assessment practices; build resilience and equity through chess; advance equity in early childhood programs; abolish a culture of competition and work toward a culture of cooperation; and increase stakeholder commitment to racial equity. Appropriate for K–12 educators at all levels, the book provides strategies, insights, and inspiration to help you lead for equity and make real changes in your classroom, building, and community.
Author | : Chance W. Lewis |
Publisher | : IAP |
Total Pages | : 208 |
Release | : 2013-04-01 |
Genre | : Education |
ISBN | : 1623962323 |
Although STEM (Science, Technology, Engineering, and Mathematics) has been diversely defined by various researchers (e.g. Buck Institute, 2003; Capraro & Slough, 2009; Scott, 2009; Wolf, 2008), during the last decade, STEM education has gained an increasing presence on the national agenda through initiatives from the National Science Foundation (NSF) and the Institute for Educational Sciences (IES). The rate of technological innovation and change has been tremendous over the past ten years, and this rapid increase will only continue. STEM literacy is the power to “identify, apply, and integrate concepts from science, technology, engineering, and mathematics to understand complex problems and to innovate to solve them” (Washington State STEM, 2011, Internet). In order for U.S. students to be on the forefront of this revolution, ALL of our schools need to be part of the STEM vision and guide students in acquiring STEM literacy. Understanding and addressing the challenge of achieving STEM literacy for ALL students begins with an understanding of its element and the connections between them. In order to remain competitive, the Committee on Prospering in the Global Economy has recommended that the US optimize “its knowledge-based resources, particularly in science and technology” (National Academies, 2007, p. 4). Optimizing knowledge-based resources needs to be the goal but is also a challenge for ALL educators (Scheurich & Huggins, 2009). Regardless, there is little disagreement that contemporary society is increasingly dependent on science, technology, engineering, and mathematics and thus comprehensive understandings are essential for those pursuing STEM careers. It is also generally agreed that PK-12 students do not do well in STEM areas, both in terms of national standards and in terms of international comparisons (Kuenzi, Matthews, & Mangan, 2006; Capraro, Capraro, Yetkiner, Corlu, Ozel, Ye, & Kim, 2011). The question then becomes what might PK-12 schools do to improve teachers’ and students’ STEM knowledge and skills? This book will look at equity and access issues in STEM education from PK-12, university, and administrative and policy lenses.