Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation

Autor/in	Olson, Steve
Institution	National Academies, National Academy of Engineering; National Academies, National Academy of Sciences; National Academies, National Academy of Medicine
Titel	Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation
Quelle	(2017), (50 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Teacher Role; Engineering; Elementary Secondary Education; Educational Policy; Policy Formation; Faculty Development; Partnerships in Education; Curriculum Development; Knowledge Level; Conferences (Gatherings) + Suchen Sie Ihr Suchwort? Lehrerrolle; Maschinenbau; Politics of education; Bildungspolitik; Politische Betätigung; Hochschulpartnerschaft; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Wissensbasis
Abstract	Engineering is a small but growing part of K-12 education. Curricula that use the principles and practices of engineering are providing opportunities for elementary, middle, and high school students to design solutions to problems of immediate practical and societal importance. Professional development programs are showing teachers how to use engineering to engage students, to improve their learning of science, technology, engineering, and mathematics (STEM), and to spark their interest in engineering careers. However, many of the policies and practices that shape K-12 engineering education have not been fully or, in some cases, even marginally informed by the knowledge of teacher leaders. Chapters in this document include: (1) The Need for Teacher Leaders in K-12 Engineering Education; (2) Potential Roles of Teacher Leaders in K-12 Engineering Education Policy; (3) Themes from Breakout Sessions: (a) Identifying and Sharing Effective Practices; (b) Networking and Partnerships; (c) Teacher Preparation and Professional Development Student Assessment; and (d) Teacher Certification; (4) Possible Short-Term, Medium-Term, and Long-Term Actions: (a) Short-Term Actions; (b) Medium-Term Actions; and (c) Long-Term Actions; and (5) Moving from Ideas to Action. The following are appended: (1) Convocation Agenda; (2) Biographical Sketches of Organizing Committee Members, Presenters, and Panelists; and (3) Convocation Participants and List of Teams. [The Division of Behavioral and Social Sciences and Education and the Teacher Advisory Council contributed to this report. The project was supported by grants between the National Academy of Sciences and 100Kin10 and the Samueli Foundation, and by in-kind support from the Teaching Channel. Steve Olson served as Rapporteur.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01