K-12 Science and Math Education Across the Federal Agencies PDF Download
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Author: United States. Congress. House. Committee on Science
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104
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Book Description
Author: United States. Congress. House. Committee on Science
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104
Get Book Here
Book Description
Author: United States House of Representatives
Publisher:
ISBN: 9781674473048
Category :
Languages : en
Pages : 102
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Book Description
K-12 science and math education across the federal agencies: hearing before the Committee on Science, House of Representatives, One Hundred Ninth Congress, second session, March 30, 2006.
Author: United States. Congress
Publisher: Createspace Independent Publishing Platform
ISBN: 9781984918680
Category :
Languages : en
Pages : 102
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Book Description
K-12 science and math education across the federal agencies : hearing before the Committee on Science, House of Representatives, One Hundred Ninth Congress, second session, March 30, 2006.
Author: United States. Congress. House. Committee on Science and Technology
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Congress of the U.S., Washington, DC. House Committee on Science
Publisher:
ISBN:
Category :
Languages : en
Pages : 101
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Book Description
This document records testimony from a hearing held to examine how federal agencies can improve their individual and collective efforts to strengthen K-12 science and math education. Presenters and witnesses included: Representative Sherwood L. Boehlert, Chairman, Committee on Science, U.S. House of Representatives; Representative Bart Gordon, Minority Ranking Member, Committee on Science, U.S. House of Representatives; Representative Vernon J. Ehlers, Chairman, Subcommittee on Environment, Technology, and Standards, Committee on Science, U.S. House of Representatives; Representative Jerry F. Costello, Member, Committee on Science, U.S. House of Representatives; Representative Eddie Bernice Johnson, Member, Committee on Science, U.S. House of Representatives; Representative Lynn Woolsey, Member, Committee on Science, U.S. House of Representatives; Representative Michael M. Honda, Member, Committee on Science, U.S. House of Representatives; Margaret Spellings, Secretary, Department of Education; Dr. Arden L. Bement, Jr., Director, National Science Foundation; Shana L. Dale, Deputy Administrator, National Aeronautics and Space Administration; Brigadier General John J. Kelly, Deputy Under Secretary for Oceans and Atmosphere, National Oceanic and Atmospheric Administration; and Dr. James F. Decker, Principal Deputy Director, Office of Science, U.S. Department of Energy. Answers to Post-Hearing Questions are appended.
Author:
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 440
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Book Description
Contains directories of federal agencies that promote mathematics and science education at elementary and secondary levels; organized in sections by agency name, national program name, and state highlights by region.
Author: United States. Congress. House. Committee on Science. Subcommittee on Technology
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 252
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Book Description
Author: United States. Congress. House. Committee on Science
Publisher:
ISBN:
Category : Engineering
Languages : en
Pages : 112
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309214459
Category : Education
Languages : en
Pages : 400
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Book Description
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
Author: Heather B. Gonzalez
Publisher: Createspace Independent Pub
ISBN: 9781479106103
Category : Education
Languages : en
Pages : 40
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Book Description
The term “STEM education” refers to teaching and learning in the fields of science, technology, engineering, and mathematics. It typically includes educational activities across all grade levels—from pre-school to post-doctorate—in both formal (e.g., classrooms) and informal (e.g., afterschool programs) settings. Federal policymakers have an active and enduring interest in STEM education and the topic is frequently raised in federal science, education, workforce, national security, and immigration policy debates. For example, more than 200 bills containing the term “science education” were introduced between the 100th and 110th congresses. The United States is widely believed to perform poorly in STEM education. However, the data paint a complicated picture. By some measures, U.S. students appear to be doing quite well. For example, overall graduate enrollments in science and engineering (S&E) grew 35% over the last decade. Further, S&E enrollments for Hispanic/Latino, American Indian/Alaska Native, and African American students (all of whom are generally underrepresented in S&E) grew by 65%, 55%, and 50%, respectively. On the other hand, concerns remain about persistent academic achievement gaps between various demographic groups, STEM teacher quality, the rankings of U.S. students on international STEM assessments, foreign student enrollments and increased education attainment in other countries, and the ability of the U.S. STEM education system to meet domestic demand for STEM labor. Various attempts to assess the federal STEM education effort have produced different estimates of its scope and scale. Analysts have identified between 105 and 252 STEM education programs or activities at 13 to 15 federal agencies. Annual federal appropriations for STEM education are typically in the range of $2.8 billion to $3.4 billion. All published inventories identify the Department of Education, National Science Foundation, and Health and Human Services as key agencies in the federal effort. Over half of federal STEM education funding is intended to serve the needs of postsecondary schools and students; the remainder goes to efforts at the kindergarten-through-Grade 12 level. Much of the funding for post-secondary students is in the form of financial aid. Federal STEM education policy concerns center on issues that relate to STEM education as a whole—such as governance of the federal effort and broadening participation of underrepresented populations—as well as those that are specific to STEM education at the elementary, secondary, and postsecondary levels. Governance concerns focus on perceived duplication and lack of coordination in the federal effort; broadening participation concerns tend to highlight achievement gaps between various demographic groups. Analysts suggest a variety of policy proposals in elementary, secondary, and postsecondary STEM education. At the K-12 level, these include proposals to address teacher quality, accountability, and standards. At the post-secondary level, proposals center on efforts to remediate and retain students in STEM majors. This report is intended to serve as a primer for outlining existing STEM education policy issues and programs. It includes assessments of the federal STEM education effort and the condition of STEM education in the United States, as well as an analysis of several of the policy issues central to the contemporary federal conversation about STEM education. Appendix A contains frequently cited data and sources and Appendix B includes a selection of major STEM-related acts.
