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Full-Text Articles in Education
Between Worlds: Students' Lived Experiences And Perspectives On Math, Science, And Technology Education Between Mexico And The United States, Estefania Larsen
Between Worlds: Students' Lived Experiences And Perspectives On Math, Science, And Technology Education Between Mexico And The United States, Estefania Larsen
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
As the world becomes increasingly globalized, education systems are striving to meet the needs of students. With globalization comes high amounts of migration, and some students may experience education in two or more countries. Early exposure and success in science, math, engineering, and technology (STEM) education are thought to be vehicles for entering high-status careers. Through interviews with U.S.-Mexico transnational students, this study uses a qualitative, text-analysis approach to understand students’ lived experiences and perceptions on STEM education between the U.S. and Mexico. Although these transnational students have the opportunity to foster bilingual and bicultural skills, results show students may …
Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia C. Torquati, Victoria J. Molfese
Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia C. Torquati, Victoria J. Molfese
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standard. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical …