Preface

Historically black colleges and universities (HBCUs) are playing a critical role today in helping America overcome a looming shortage of scientists and engineers who are vital to the nation's future economic growth and competitiveness. Despite meager funding and a lack of public recognition, these educational institutions are producing a large share of the nation's African American graduates in the fields of science, technology, engineering, and mathematics (STEM).

This research aimed at preparing an out-of-school Science, Technology, Engineering, and Mathematics (STEM) education program for secondary school students and investigating the effects of the program on students’ interest in STEM fields. As part of this investigation, this study sought the students’ awareness of a career in these fields as well as their comments on the process and the contribution of the process to the 21st century skills. The research was conducted with a mixed methods research design. The participants of the research consisted of 24 secondary school students. The data were collected through STEM career interest survey, STEM perception test, participants’ STEM diary, observation, and field notes. The study’s out-of-school STEM education program lasted 8 days. This study’s findings include students had an increased awareness and perception of building a career in the fields of STEM. It was confirmed that students had fun during the activities, and during the entire process, they made positive comments. Implications from this research highlight how this type of activity may improve the 21st century skills of the students.

Background: Mathematics education in the United States: Origins of the field and the development of early graduate programs by E. F. Donoghue Doctoral programs in mathematics education in the U.S.: A status report by R. E. Reys, B. Glasgow, G. A. Ragan, and K. W. Simms Reflections on the match between jobs and doctoral programs in mathematics education by F. Fennell, D. Briars, T. Crites, S. Gay, and H. Tunis International perspectives on doctoral studies in mathematics education by A. J. Bishop Core components: Doctoral programs in mathematics education: Features, options, and challenges by J. T. Fey The research preparation of doctoral students in mathematics education by F. K. Lester, Jr. and T. P. Carpenter The mathematical education of mathematics educators in doctoral programs in mathematics education by J. A. Dossey and G. Lappan Preparation in mathematics education: Is there a basic core for everyone? by N. C. Presmeg and S. Wagner The teaching preparation of mathematics educators in doctoral programs in mathematics education by D. V. Lambdin and J. W. Wilson Discussions on different forms of doctoral dissertations by L. V. Stiff Beyond course experiences: The role of non-course experiences in mathematics education doctoral programs by G. Blume Related issues: Organizing a new doctoral program in mathematics education by C. Thornton, R. H. Hunting, J. M. Shaughnessy, J. T. Sowder, and K. C. Wolff Reorganizing and revamping doctoral programs--Challenges and results by D. B. Aichele, J. Boaler, C. A. Maher, D. Rock, and M. Spikell Recruiting and funding doctoral students by K. C. Wolff The use of distance-learning technology in mathematics education doctoral programs by C. E. Lamb Emerging possibilities for collaborating doctoral programs by R. Lesh, J. A. Crider, and E. Gummer Reactions and reflections: Appropriate preparation of doctoral students: Dilemmas from a small program perspective by J. M. Bay Perspectives from a newcomer on doctoral programs in mathematics education by A. Flores Why I became a doctoral student in mathematics education in the United States by T. Lingefjard Policy--A missing but important element in preparing doctoral students by V. M. Long My doctoral program in mathematics education-A graduate student's perspective by G. A. Ragan Ideas for action: Improving U. S. doctoral programs in mathematics education by J. Hiebert, J. Kilpatrick, and M. M. Lindquist

Part 1: Background: Doctoral production in mathematics education in the United States: 1960-2005 by R. Reys, R. Glasgow, D. Teuscher, and N. Nevels Doctoral programs in mathematics education in the United States: 2007 status report by R. Reys, R. Glasgow, D. Teuscher, and N. Nevels Report of a 2007 survey of U. S. doctoral students in mathematics education by D. Teuscher, N. Nevels, and C. Ulrich Part 2: Developing stewards of the discipline: core elements: Creating a broader vision of doctoral education: Lessons from the Carnegie Initiative on the Doctorate by C. M. Golde What core knowledge do doctoral students in mathematics education need to know? by J. Ferrini-Mundy Breakout sessions: The mathematical education of doctorates in mathematics education by D. Chazan and W. J. Lewis Curriculum as core knowledge by R. M. Zbiek and C. R. Hirsch Making policy issues visible in the doctoral preparation of mathematics educators by E. Silver and E. Walker Preparing teachers in mathematics education doctoral programs: Tensions and strategies by P. S. Wilson and M. Franke Doctoral programs in mathematics education: Diversity and equity by E. V. Taylor and R. Kitchen Using technology in teaching and learning mathematics: What should doctoral students in mathematics education know? by M. K. Heid and H. S. Lee Part 3: Developing stewards of the discipline: delivery systems: Program delivery issues, opportunities, and challenges by D. S. Mewborn Breakout sessions: Doctoral preparation of researchers by J. A. Middleton and B. Dougherty Key components of mathematics education doctoral programs in the United States: Current practices and suggestions for improvement by W. S. Bush and E. Galindo On-line delivery graduate courses in mathematics education by M. Burke and V. M. Long Mathematics education doctoral programs: Approaches to part-time students by G. Kersaint and G. A. Goldin Induction of doctoral graduates in mathematics education into the profession by B. J. Reys, G. M. Lloyd, K. Marrongelle, and M. S. Winsor Part 4: Doctoral programs in mathematics education: Some international perspectives: Doctoral programs in mathematics education: An international perspective by J. Kilpatrick Doctoral studies in mathematics education: Unique features of Brazilian programs by B. S. D'ambrosio Nordic doctoral programs in didactics of mathematics by B. Grevholm Japanese doctoral programs in mathematics education: Academic or professional by M. Koyama Post-graduate study program in mathematics education at the University of Granada (Spain) by L. Rico, A. Fernandez-Cano, E. Castro, and M. Torralbo Part 5: Accreditation: Accreditation of doctoral programs: A lack of consensus by G. Lappan, J. Newton, and D. Teuscher Part 6 Reflections from within: Preparing the next generation of mathematics educators: An assistant professor's experience by A. Tyminski Mathematics content for elementary mathematics education graduate students: Overcoming the prerequisites hurdle by D. Kirshner and T. Ricks Intellectual communities: Promoting collaboration within and across doctoral programs in mathematics education by D. Teuscher, A. M. Marshall, J. Newton, and C. Ulrich Part 7: Closing commentary: Reflecting on the conference and looking toward the future by J. Hiebert, D. Lambdin, and S. Williams Appendices.

Preface.- Section I - Theoretical Perspectives. 1. Mathematical Literacy and Globalisation.- 2. Epistemological Issues in the Internationalization and Globalization of Mathematics Education .- 3. All around the World: Science Education, Constructivism, and Globalization.- 4. Geophilosophy, Rhizomes and Mosquitoes: Becoming Nomadic in Global Science Education Research. 5. Science Education and Contemporary Times: Finding Our Way through the Challenges.- 6. Social (In)Justice and International Collaborations in Mathematics Education.- 7. Globalisation, Ethics and Mathematics Education.- 8. The Politics and Practices of Equity, (E)quality and Globalisation in Science Education: Experiences from Both Sides of the Indian Ocean.- Section II - Issues in Globalisation and Internationalisation 9. Context or Culture: Can TIMSS and PISA Teach Us about What Determines Educational Achievement in Science?.- 10. Quixote's Science: Public Heresy/Private Apostasy.- 11. The Potentialities of (ethno) Mathematics Education: An Interview with Ubiratan D' Ambrosio.- 12. Ethnomathematics in the Global Episteme: Quo Vadis?.- 13. POP: A Study of the Ethnomathematics of Globalisation Using the Sacred.- 14. Internationalisation as an Orientation for Learning and Teaching in Mathematics.- 15. Contributions from Cross-National Comparative Studies to the Internationalization of Mathematics Education: Studies of Chinese and U.S. Classrooms.- 16. International Professional Development as a Form of Globalisation.- 17. Doing Surveys in Different Cultures: Difficulties and Differences - A Case from China and Australia.- 18. The Benefits and Challenges for Social Justice in International Exchanges in Mathematics and Science Education.- 19. Globalisation, Technology, and the Adult Learner of Mathematics.- Section III - Perspectives from Different Countries. 20. Balancing Globalisation and Local Identity in the Reform of Education in Romania.- 21. Voices from theSouth: Dialogical Relationships and Collaboration in Mathematics Education.- 22. Globalization and its Effects in Mathematics and Science Education in Mexico: Implications and Challenges for Diverse Populations.- 23. In between the Global and the Local: The Politics of Mathematics Education Reform in a Globalized Society.- 24. Singapore and Brunei Darussalam: Internationalisation and Globalisation through Practices and a Bilateral Mathematics Study.- 25. Lesson Study (JYUGYO KENKYU), from Japan to South Africa: A Science and Mathematics Intervention Program for Secondary School Teachers.- 26. The Post-Mao Junior Secondary School Chemistry Curriculum in the People's Republic of China: A Case Study in the Internationalization of Science Education.- 27. Globalisation/Localisation in Mathematics Education: Perception, Realism and Outcomes of an Australian Presence in Asia.- Biographical Notes.

One study after another shows American students ranking behind their international counterparts in the STEM fields-science, technology, engineering, and math. Businesspeople and cultural critics such as Bill Gates warn that this alarming situation puts the United States at a serious disadvantage in the high-tech global marketplace of the twenty-first century, and President Obama places improvement in these areas at the center of his educational reform. What can be done to reverse this poor performance and to unleash America's wasted talent? David E. Drew has good news - and the tools America needs to keep competitive. Drawing on both academic literature and his own rich experience, Drew identifies proven strategies for reforming America's schools, colleges, and universities, and his comprehensive review of STEM education in the United States offers a positive blueprint for the future. These research-based strategies include creative and successful methods for building strong programs in science and mathematics education and show how the achievement gap between majority and minority students can be closed. A crucial measure, he argues, is recruiting, educating, supporting, and respecting America's teachers. Accessible, engaging, and hard hitting, STEM the Tide is a clarion call to policymakers, administrators, educators, and everyone else concerned about students' participation in the STEM fields and America's competitive global position.

In this research designed in survey model, teacher competencies of pre-service science teachers were examined under 4 headings including methodological, social, and personal competencies (Frey, 2008). As a data collection tool, a questionnaire consisting of a total of 226 items questioning the areas of competence was used. The sample of the study consisted of 602 pre-service teachers who continued their education in science, mathematics, biology, chemistry, and physics education programs. In general, it was determined that the perceptions of pre-service teachers about their professional competencies were high. Confirmatory factor analysis was performed to determine the compatibility of the four-factor structure of teacher competencies with the sample data. Among the teacher competence areas, path analysis by Frey (2008) was performed to test the status of correlations in the sample. As a result of the path analysis, it was seen that the proposed theoretical model worked largely in the sample. Examining the relationships among the competence areas, it was determined that methodological competence had a very high effect on social competence and a moderate effect on personal competence. It was concluded that the competence related to the teaching process affected social competence at a low level and personal competence at a moderate level. In addition, a very high relationship was calculated between methodological competence and competence areas related to the teaching process.

Diante do desalento educacional premente no atual contexto, este artigo tem como objetivo discutir resultados encontrados em teses produzidas na área do ensino de Ciências e Matemática voltadas para os anos iniciais do Ensino Fundamental. O estudo se justifica dada a carência de trabalhos voltados para os anos iniciais do Ensino Fundamental, tendo em vista a relevância dos conhecimentos específicos dessas áreas para a formação científica e de conceitos matemáticos elementares nos anos escolares iniciais. Foi realizada uma análise de dezoito teses na área de ensino de Ciências e Matemática publicadas entre 2013 a 2017, provenientes de um mapeamento dos Programas de Pós-Graduação em Ensino de Ciências e Matemática, efetuado no âmbito de um projeto desenvolvido no Programa de Bolsas de Iniciação Científica/UFN, financiado pela FAPERGS. As teses foram analisadas a partir de três categorias definidas a priori: a) conhecimento específico; b) aspectos didáticos; c) perspectivas de formação docente. As teses demonstram uma prevalência de conhecimentos específicos com um fim em si mesmos, com aspetos didáticos procedimentais realizados de modo pontual, sem perspectivas de continuidade. Em relação às produções que foram analisadas, verificou-se que a maioria enfoca um conteúdo específico sem perspectivas de formação docente, o que reforça a necessidade de se investir em estudos a respeito da formação inicial e continuada de professores, sobretudo polivalentes que possuem dificuldades em ministrar disciplinas específicas nas séries iniciais. Essas considerações apontam para a necessidade de se investir em estudos relativos aos anos iniciais do Ensino Fundamental nas referidas áreas para o aprimoramento da alfabetização científica e matemática nesse nível de ensino. A partir da discussão desses aspectos, fica um alento para sensibilizar estudiosos da área a refletir acerca dos trabalhos que são produzidos em nível stricto sensu os quais deveriam impactar diretamente na educação básica.

Resumo Poucas são as investigações que buscam compreender como se configuram as metodologias de pesquisa utilizadas em mestrados profissionais. Na tentativa de contribuir com esse debate, este artigo objetiva apresentar reflexões sobre a importância da Pesquisa-ação no contexto de Mestrados Profissionais em Ensino de Ciências e de Matemática. Inicia ao trazer histórico e desafios de mestrados profissionais para, em seguida, abordar a Pesquisa-Ação como uma possibilidade de abordagem investigativa na área de Ensino. Aponta como desafio a necessidade de se colocar em evidência, tanto nos mestrados profissionais quanto na Pesquisa-Ação, as relações entre teoria e prática. Diante desses pressupostos, busca compreender como as pesquisas utilizam os referenciais teóricos desse método de investigação, a partir da análise de dissertações produzidas em um programa de pós-graduação.

Doctoral programs in science, technology, engineering, and mathematics (STEM) education often include qualifying exams as a central component of the curriculum. While these exams are designed to assess a student’s knowledge and potential to conduct independent research as part of the culminating dissertation phase of their studies, they can also inadvertently perpetuate structural biases and barriers for underrepresented groups. Biostatistics programs have increasingly focused on efforts to address diversity. While some programs had long-standing initiatives, others began following the summer of 2020. The momentum following some of these efforts has been disrupted following the recent Supreme Court ruling around the college admissions process. In response to the Association of Schools and Programs of Public Health’s Framing the Future 2030 (ASPPH FTF2030) call to action, most specifically to “create and support inclusive and anti-racist teaching, learning, and working environments,” we propose examining the structure of the written qualifying examination to mitigate potential disparities in student success in doctoral training programs including the format of the exams, the evaluation criteria, and the support available to students as they prepare for the exam. In this paper, we briefly review the history and founding of our discipline, present data on the continuing under-representation of historically marginalized groups in our field, review the basic structure and purported purpose of the qualifying exam, and finally we propose several recommendations to address this potential structural barrier and encourage others to engage in critical reflection of their curricular requirements to assess whether they promote inclusive excellence.

STEM education included in undergraduate science and mathematics education program in 2017. Inclusion of STEM education in teacher education programs higlights the importance of the investigating the preservice teachers STEM teaching intentions. In this scope, it is important to determine STEM teaching intentions of preservice primary, science and mathematics teachers. This research aims to identify the preservice primary school, mathematics, elementary science teachers’ STEM teaching intentions. In this study, relational screening model was used. The study was conducted in fall semester of 2017-2018 academic year. A total of 521 (354 woman, 167 man) preservice teachers from three different departments enrolled in the study. The questionnaire, developed by Lin and William (2015) and adapted to Turkish by Hacımeroğlu and Bulut (2016) was used to assess preservice teachers’ STEM teaching intentions. Data was analyzed by using PASW Statistics 18 and LISREL 8.80 statistical packages for windows. It was found that preservice teachers’ STEM teaching intentions vary according to their field of education. This significant difference is in favour of preservice science teacher. Findings reveal that preservice science and primary school teachers STEM teaching intentions are better than preservice mathematics teachers. It is suggested that more studies are needed to determine inservice and preservice teachers’ STEM teaching intentions to identify what can be done to increase their teaching intentions.

This is the first report on the evaluation of the Inquiry Based Science and Technology Education Program (IN-STEP), an innovative and ambitious science education initiative being undertaken by a public-private partnership in Thailand. The IN-STEP project is being sponsored by MSD Thailand and supported by funding from its parent company, Merck & Co., Inc., and is being led and implemented by a public-private partnership of organizations committed to improving science education in Thailand. In response to the tsunami disaster in 2004, Merck and MSD Thailand donated US$500,000 to design and implement a science education program in the tsunami-affected province of Phang-nga. Managed by the Kenan Institute Asia, INSTEP draws heavily on the experience and resources of the Merck Institute for Science Education (MISE), founded by Merck in 1993 to improve student performance in science in the United States. MISE’s efforts have shown that the use of well-designed materials and inquiry methods not only raises children’s achievement in science, but also their engagement and enthusiasm. This report has three aims: first, to share the IN-STEP model with a broad audience of science educators and policymakers; second, to provide baseline information on the teachers and schools involved in the project; third, to provide the IN-STEP team with useful feedback from the first year of implementation. These multiple purposes result in a rather lengthy report. We hope that readers will be forgiving and seek out the parts of the report that most interest them. Most of all, we hope they will be enticed to follow the progress of IN-STEP over the next few years and learn from this effort to adapt strategies used successfully in the United States to improve teaching and learning for use in Thailand. Disciplines Curriculum and Instruction | Educational Methods | Education Policy | International and Comparative Education | Science and Mathematics Education Comments View on the CPRE website. This report is available at ScholarlyCommons: http://repository.upenn.edu/cpre_researchreports/49

References to Science, Technology, Engineering, and Mathematics (STEM) education have increased dramatically in recent years. Documented examples of K-12 STEM education programs that effectively integrate the four disciplines are not as common as many assume. Because of the variety of ways integration can occur, claims of greater student achievement and engagement through integrated STEM experiences have been difficult to demonstrate empirically. The focus of this paper is a two-year study by the National Academy of Engineering (NAE) and the National Research Council’s Board on Science Education (BOSE) examining the current status of integrated STEM education (iSTEM) in the United States; the various ways such efforts are designed, implemented, and assessed; evidence for the impact of such initiatives on various parameters of interest; and the research needed to further define and guide advances in K-12 integrated STEM teaching and learning. This paper will summarize the research conducted to inform the study’s findings and recommendations, including a comprehensive review of the literature related to integrated STEM education; an analysis of illustrative integrated STEM education programs and initiatives in both formal and informal settings; and indepth interviews from a broad spectrum of STEM education stakeholders. Because many integrated STEM education initiatives include an engineering design component or attempt to make mathematics and science more relevant through projector problem-based approaches, this evolving area merits close watching by engineering educators. With release of Next Generation Science Standards in 2013, there will likely be increased demand from the K-12 education community for innovative and practical methodologies for effectively incorporating engineering concepts and practices into traditional science, mathematics, and technology education programs. Having a better understanding of the nature of integrated STEM education and what the research says about its impacts can help inform and prepare the engineering education community to contribute constructively to this emerging STEM education movement.

Science, technology, engineering, and mathematics (STEM) education workshops and programs play a key role in promoting early exposure to scientific applications and questions. Such early engagement leads to growing not only passion and interest in science, but it also leads to skill development through hands-on learning and critical thinking activities. Integrating physiology and engineering together is necessary especially to promote health technology awareness and introduce the young generation to areas where innovation is needed and where there is no separation between health-related matters and engineering methods and applications. To achieve this, we created a workshop aimed at K-12 (grades 9-11) students as part of the Summer Youth Programs at Michigan Technological University. The aim of this workshop was to expose students to how engineering concepts and methods translate into health- and medicine-related applications and cases. The program consisted of a total of 15 h and was divided into three sections over a period of 2 weeks. It involved a combination of theoretical and hands-on guided activities that we developed. At the end of the workshop, the students were provided a lesson or activity-specific assessment sheet and a whole workshop-specific assessment sheet to complete. They rated the programs along a 1-5 Likert scale and provided comments and feedback on what can be improved in the future. Students rated hands-on activities the highest in comparison with case studies and individual independent research. Conclusively, this STEM summer-youth program was a successful experience with many opportunities that will contribute to the continued improvement of the workshop in the future.

A modern understanding of the cell and its functions has been translated into learning goals for K-12 students by Project 2061's Benchmarks for Science Literacy (American Association for the Advancement of Science [AAAS], 1993 ) and by the National Research Council's National Science Education Standards (NSES) (National Research Council [NRC], 1996 ). Nearly every state has used these national documents to develop their own science standards, so that there is now a fairly broad consensus on what it is that students need to know and be able to do in science generally and in biology more specifically. While this consensus represents an important first step toward improving science education, without curriculum, instruction, and assessments that are well aligned with these goals, teachers will find it extremely difficult to help their students achieve them. Here, we first highlight a few of the key findings regarding cell biology from Project 2061's study of high school textbooks and their alignment with standards. We then describe Project 2061's current efforts to develop new knowledge and tools that educators, researchers, and practitioners can use to help all students become literate in science, mathematics, and technology. Project 2061 is a long-term K–12 education initiative of the American Association for the Advancement of Science.