English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives
Released in October 2018, this publication from the Board on Science Education and the Board on Children, Youth, and Families calls for a shift in how science, technology, engineering, and mathematics (STEM) subjects are taught to students in grades preK-12 who are learning English. The report recommends strategies for instruction in the classroom, requisite tools educators need, and ways for building capacity in schools and districts so that English learners have opportunities to develop proficiency in both STEM subjects and language.
Webinar Series on English Learners in STEM Subjects
How People Learn II: Learners, Contexts, and Cultures (2018) This publication from the Board on Behavioral, Cognitive, and Sensory Sciences and the Board on Science Education summarizes research on the science and nature of learning. The report identifies new findings related to neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. Finally, the report offers specific research objectives in two broad areas to serve as a guide for researchers and funding entities to spur investigations in to levels of analyses, methods, and theoretical frameworks across diverse disciplines to contribute to the study of how people learn. Promoting the Educational Success of Children and Youth Learning English: Promising Futures (2017) This report examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Science and Engineering for Grades 6-12: Investigation and Design at the Center This report reviews research on science investigations and engineering design problems for middle and high school students and explores promising models of innovative investigations and experiences both inside and outside the classroom. Through published research, this report provides ideas for teaching and learning, and incorporates the new vision for science education embodied in the Framework and the NGSS. The resulting report will provide guidance for designing science investigations and engineering design problems for middle and high school students that align with this vision.
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas(2012) The framework identifies the key scientific ideas and practices all students should learn by the end of high school. Designed to make science education more closely resemble the way scientists work and think, the framework envisions that students will gradually deepen their understanding of scientific ideas over time by engaging in practices that scientists and engineers actually use. The framework is also designed to be useful for curriculum and assessment designers, teacher educators, and others who work in K-12 science education.
Upcoming Events Webinar #4: Building Capacity for Schools and Districts January 24, 2019 2:00 PM EST Register Now
Public Event (agenda forthcoming): Washington, DC - NAS Building February 12, 2019
David J. Francis (Chair), University of Houston Alison Bailey, University of California, Los Angeles Hyman Bass, University of Michigan Cory Buxton, Oregon State University (Began committee, University of Georgia) Kathryn Chyal, University of Missouri Marta Civil, University of Arizona Christine M. Cunningham, Museum of Science Leslie Herrenkohl, University of Michigan (Began committee, University of Washington) Megan Hopkins, University of California, San Diego Okhee Lee, New York University Judit Moschkovich, University of California, Santa Cruz K. Renae Pullen, Caddo Parish Public Schools Maria Santos, WestEd Mary Schleppegrell, University of Michigan Guillermo Solano-Flores, Stanford University
Amy Stephens, Study Director Kenne Dibner, Program Officer Suzanne Le Menestrel, Senior Program Officer, BCYF Margaret Kelly, Senior Program Assistant Tiffany Taylor, Research Associate Heidi Schweingruber, Director, BOSE
Keck Center 500 Fifth Street, NW Washington, DC 20001