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Teaching design and technology to young children has set new challenges for primary school managers, teachers, pupils and parents. Through the use of frank and detailed case studies, this book reveals the teaching aims and methods adopted by teachers, the issues they face in making their work effective, and the experiences of their pupils in learning design and technology. Extensive first hand evidence of classroon experience is provided by the teachers. The collection describes how action research can be done. It then provides practical examples of teachers introducing changes in the curriculum, in their teaching and in their use of evidence in monitoring teaching, as a result of this kind of research. Student teachers, teachers, parents and curriculum managers will all benefit from the insights offered by this wealth of practical accounts.

Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects-science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, increase awareness of engineering and the work of engineers, boost youth interest in pursuing engineering as a career, and increase the technological literacy of all students. The teaching of STEM subjects in U.S. schools must be improved in order to retain U.S. competitiveness in the global economy and to develop a workforce with the knowledge and skills to address technical and technological issues. Engineering in K-12 Education reviews the scope and impact of engineering education today and makes several recommendations to address curriculum, policy, and funding issues. The book also analyzes a number of K-12 engineering curricula in depth and discusses what is known from the cognitive sciences about how children learn engineering-related concepts and skills. Engineering in K-12 Education will serve as a reference for science, technology, engineering, and math educators, policy makers, employers, and others concerned about the development of the country's technical workforce. The book will also prove useful to educational researchers, cognitive scientists, advocates for greater public understanding of engineering, and those working to boost technological and scientific literacy.

Next Generation Science Standards identifies the science all K-12 students should know. These new standards are based on the National Research Council's A Framework for K-12 Science Education . The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create standards through a collaborative state-led process. The standards are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The print version of Next Generation Science Standards complements the nextgenscience.org website and: Provides an authoritative offline reference to the standards when creating lesson plans Arranged by grade level and by core discipline, making information quick and easy to find Printed in full color with a lay-flat spiral binding Allows for bookmarking, highlighting, and annotating

The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education-science, technology, and mathematic-but not for engineering. To date, a small but growing number of K-12 students are being exposed to engineering-related materials, and limited but intriguing evidence suggests that engineering education can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. Given this background, a reasonable question is whether standards would improve the quality and increase the amount of teaching and learning of engineering in K-12 education. The book concludes that, although it is theoretically possible to develop standards for K-12 engineering education, it would be extremely difficult to ensure their usefulness and effective implementation. This conclusion is supported by the following findings: (1) there is relatively limited experience with K-12 engineering education in U.S. elementary and secondary schools, (2) there is not at present a critical mass of teachers qualified to deliver engineering instruction, (3) evidence regarding the impact of standards-based educational reforms on student learning in other subjects, such as mathematics and science, is inconclusive, and (4) there are significant barriers to introducing stand-alone standards for an entirely new content area in a curriculum already burdened with learning goals in more established domains of study.

Here's proof that STEM (science, technology, engineering, and mathematics) isn't just for the big kids! This book's 10 chapters are a mini-course on blending authentic, phenomena-driven, integrated STEM teaching and learning into busy K-2 classrooms. Based in both research and real-world experience, \"Integrating STEM Teaching and Learning Into the K-2 Classroom\" provides professional learning experiences that help you make connections between STEM topics and the everyday activities you're already doing with your students. The book answers the following questions: (1) How is K-2 STEM education different from what you're already doing, and how can you do it without squeezing more into your already-full schedule?; (2) What are the key elements in an integrated STEM classroom, and how do they work together?; and (3) How do you use STEM in concert with your core reading block? To show you how it all works in real life, the book provides descriptions of four completed projects from actual classrooms--projects with names like \"Baby Bear's Chair\" and \"A Pond Habitat.\" An easy-to-follow template shows you the process for developing your own STEM experiences. The final chapter describes how one district created a culture of STEM teaching and learning when education partners committed to working together toward a common goal. Researchers agree that STEM education is important in early childhood. \"Integrating STEM Teaching and Learning\" gives you the background and strategies to engage your young students in STEM without overloading your day--or overwhelming yourself.

Doctoral education, a key component of higher education in the United States, is performing well. It educates future professors, researchers, innovators, and entrepreneurs. It attracts students and scholars from all over the world and is being emulated globally. This success, however, should not engender complacency. A Data-Based Assessment of Research-Doctorate Programs in the United States provides an unparalleled dataset that can be used to assess the quality and effectiveness of doctoral programs based on measures important to faculty, students, administrators, funders, and other stakeholders. This report features analysis of selected findings across six broad fields: agricultural sciences, biological and health sciences, engineering, physical and mathematical sciences, social and behavioral sciences, and humanities, as well as a discussion of trends in doctoral education since the last assessment in 1995, and suggested uses of the data. It also includes a detailed explanation of the methodology used to collect data and calculate ranges of illustrative rankings.

This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students’ and teachers’ personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students’ and teachers’ personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers’ technology acceptance and improvement of their technology-related teaching practices.

Background Prevalences of multimorbidity vary between European studies and several methods and definitions are used. In this study we examine the prevalence of multimorbidity in relation to age, gender and educational attainment and the association between physical and mental health conditions and educational attainment in a Danish population. Methods A cross-sectional design was used to study the prevalence of multimorbidity, defined as two or more chronic conditions, and of comorbid physical and mental health conditions across age groups and educational attainment levels among 1,397,173 individuals aged 16 years and older who lived in the Capital Region of Denmark on January 1st, 2012. After calculating prevalence, odds ratios for multimorbidity and mental health conditions were derived from logistic regression on gender, age, age squared, education and number of physical conditions (only for odds ratios for mental health conditions). Odds ratios for having multimorbidity and mental health conditions for each variable were adjusted for all other variables. Results Multimorbidity prevalence was 21.6%. Half of the population aged 65 and above had multimorbidity, and prevalence was inversely related to educational attainment: 26.9% (95% CI, 26.8–26.9) among those with lower secondary education versus 13.5% (95% CI, 13.5–13.6) among people with postgraduate education. Adjusted odds ratios for multimorbidity were 0.50 (95% CI, 0.49–0.51) for people with postgraduate education, compared to people with lower secondary education. Among all population members, 4.9% (95% CI, 4.9–4.9) had both a physical and a mental health condition, a proportion that increased to 22.6% of people with multimorbidity. Physical and mental health comorbidity was more prevalent in women (6.33%; 95% CI, 6.3–6.4) than men (3.34%; 95% CI, 3.3–3.4) and approximately 50 times more prevalent among older persons than younger ones. Physical and mental health comorbidity was also twice as prevalent among people with lower secondary education than among those with postgraduate education. The presence of a mental health condition was strongly associated with the number of physical conditions; those with five or more physical conditions had an adjusted odds ratio for a mental health condition of 3.93 (95% CI, 3.8–4.1), compared to those with no physical conditions. Conclusion Multimorbidity prevalence and patterns in the Danish population are comparable to those of other European populations. The high prevalence of mental and physical health conditions highlights the need to ensure that healthcare systems deliver care that takes physical and mental comorbidity into account. Further, the higher prevalence of multimorbidity among persons with low educational attainment emphasizes the importance of having a health care system providing care that is beneficial to all regardless of socioeconomic status.

Educating Children Outdoors is a resource for educators interested in spending extended periods of time in nature with their students . Bringing over two decades of experience working outdoors with teachers and students, Amy Butler offers curricular guidance on nature-based lessons that align with K-12 education standards and build on the innate curiosity and wonder children have for the natural world. This book will help the educator: - Learn successful routines and practices to make learning outdoors safe and engaging - Understand protocols for real and risky play - Draw inspiration from real-life stories from other teachers about learning in nature - Meet NGSS and Common Core standards outdoors with seasonal lessons that are child-centered - Be part of the movement to support children in becoming reconnected with the natural world and the places they call home With twenty-five lessons in five units of study spread out across a seasonal school year and appendixes that offer templates for learning, Educating Children Outdoors is essential for educators looking to harvest the benefits of a nature-based curriculum.