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来源类型 | Report |
规范类型 | 报告 |
DOI | https://doi.org/10.7249/RR1913 |
来源ID | RR-1913-NSF |
Creating an Indicator of K–12 Classroom Coverage of Science, Technology, Engineering, and Math (STEM) Content and Practices | |
Laura S. Hamilton; Brian M. Stecher; Kun Yuan | |
发表日期 | 2017-03-28 |
出版年 | 2017 |
页码 | 73 |
语种 | 英语 |
结论 | Surveys Appear to Be the Most Plausible Method for Measuring Exposure to STEM Content and Practices Across the United States at This Time
Technology-Based Learning Systems, Particularly Simulations, Have Potential to Support Future STEM Indicator Measurement Efforts
The Use of Technology-Based Learning Systems for Large-Scale Measurement Is Likely to Be Limited Because of Variability Across Schools in the Computer-Based Tools and Other Instructional Materials That Are Adopted and Used
STEM Practices, Such as Those Identified in the Common Core State Standards for Math and the Next Generation Science Standards, Are Enacted Differently in Different Content Areas
Some Opportunities to Engage in STEM Content and Practices Occur Outside of Traditional Courses
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摘要 | In 2013, the National Research Council identified 14 indicators for tracking the nation's progress toward improving science, technology, engineering, and mathematics (STEM) education in the United States. This report focuses on indicator 5, classroom coverage of content and practices in the Common Core State Standards for mathematics and the Next Generation Science Standards. ,One of the primary limitations of most existing methods is their focus on what the teacher does rather than what students experience. This focus on the teacher can be particularly limiting in classrooms in which different students are engaged in different learning activities simultaneously. These within-classroom differences can result from efforts to differentiate instruction to meet the needs of individual students and are likely to be especially prevalent in classrooms that rely on technology-based, personalized-learning approaches. This report describes the rationale for examining new approaches to measuring students' exposure to standard-aligned content and practices, summarizes what is known about currently available measures, and explores innovative approaches that might be adopted to create new measures. |
目录 |
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主题 | Education Curriculum ; Education Policy ; Standards-Based Education Reform ; STEM Education ; Students |
URL | https://www.rand.org/pubs/research_reports/RR1913.html |
来源智库 | RAND Corporation (United States) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/523263 |
推荐引用方式 GB/T 7714 | Laura S. Hamilton,Brian M. Stecher,Kun Yuan. Creating an Indicator of K–12 Classroom Coverage of Science, Technology, Engineering, and Math (STEM) Content and Practices. 2017. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
RAND_RR1913.pdf(659KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
1495641878054.jpg(11KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | ![]() 浏览 |
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