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190807s2011 dcua b 000 0 eng c |
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|a9780309212960|q(pbk.)
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|a0309212960
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|aKCIS|beng|cKCIS|eAACR2
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0
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|aeng
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| 082 |
04
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|a372.3044|223
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|aNational Research Council (U.S.).|bCommittee on Highly Successful Schools or Programs for K-12 STEM Education.
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|aSuccessful K-12 STEM education :|bidentifying effective approaches in science, technology, engineering, and mathematics /|cCommittee on Highly Successful Schools or Programs for K-12 STEM Education, Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education, National Research Council of the National Academies.
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|aSuccessful K-12 science, technology, engineering, mathematics education
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|aWashington, D.C. :|bNational Academies Press,|c2011.
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|avi, 38 pages :|bcolor illustrations ;|c28 cm
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|aIncludes bibliographical references (pages 31-34).
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|aThe need to improve STEM learning -- Goals for U.S. STEM education -- Three types of criteria to identify successful STEM schools -- Summary of criteria to identify successful K-12 STEM schools -- What schools and districts can do to support effective K-12 STEM education -- What state and national policy makes can do to support effective K-12 STEM education -- Appendix : background papers prepared for May 2011 workshop.
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|aExamines the landscape of K-12 science, technology, engineering, and mathematics (STEM) education by considering different school models, highlighting research on effective STEM education practices, and identifying some conditions that promote and limit school-and student-level success in STEM. Science, technology, engineering and mathematics are fundamental aspects of everyone's lives as members of society, consumers, parents, and workers. Providing all students with access to high-quality education in STEM is important to their future and that of the U.S. This report tackles the question of what schools can do to meet this goal. Focusing on the science and mathematics parts of STEM, it also identifies effective STEM schools and practices.
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|aScience|xStudy and teaching|zUnited States|xEvaluation.
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| 650 |
0
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|aTechnology|xStudy and teaching|zUnited States|xEvaluation.
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| 650 |
0
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|aEngineering|xStudy and teaching|zUnited States|xEvaluation.
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| 650 |
0
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|aMathematics|xStudy and teaching|zUnited States|xEvaluation.
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| 650 |
0
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|aEducational evaluation|zUnited States.
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| 650 |
0
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|aTechnological literacy|zUnited States|xEvaluation.
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| 710 |
2
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|aNational Research Council (U.S.).|bBoard on Science Education.
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| 710 |
2
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|aNational Research Council (U.S.).|bCenter for Education.|bBoard on Testing and Assessment.
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|aKCIS
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| 095 |
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|aLB|bLBCB |cE012955|pB|tDDC
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