http://lib.hpu.edu.vn/handle/123456789/26277 2026-04-04T03:39:40Z http://lib.hpu.edu.vn/handle/123456789/26434 Title: Advancing a Jobs-Driven Economy: Higher Education and Business Partnerships Lead the Way Authors: STEM connector Abstract: The educational and human capital requirements of our increasingly innovation-driven economy is helping to forge crucial partnerships to keep our economic future bright. Advancing a Jobs-Driven Economy offers a compelling guide to this critical work.” - Richard K. Miller, President, Olin College of Engineering “Advancing a Jobs-Driven Economy highlights the importance of cross-sector collaboration and crossing boundaries. We need the collaboration. And the stronger the collaboration, the stronger our society and economy will be.” -Dr. Freeman Hrabowski, President, University of Maryland, Baltimore County “Business leaders must develop clear pathways to STEM careers. This book provides a framework for how business, education, and communities can cultivate a sustainable pipeline of STEM talent.” -Michael Norris, COO, Sodexo What will it take to close the skills gap and lead the STEM workforce revolution? Science, technology, engineering, and math are at the heart of the 21st century jobs-driven economy, challenging education institutions and companies to train and source an increasingly technical workforce. New models of partnership drive scalable solutions that engage underrepresented communities and equip students with the skills and competencies that companies demand. Aligning corporate, education, and community partners requires that we rethink and redesign the system that supports STEM education and workforce preparedness. What’s at stake? Nothing less than the sustainability of our schools, the innovative engines of our businesses, the prosperity of communities, and the global competitiveness of our economies. 2015-01-01T00:00:00Z http://lib.hpu.edu.vn/handle/123456789/26433 Title: Improving K-12 STEM Education Outcomes through Technological Integration Authors: Urban, Michael J.; Falvo, David A. Abstract: The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students’ learning experience and maximize competency in the areas of science, technology, engineering, and mathematics. Improving K-12 STEM Education Outcomes through Technological Integration focuses on current research surrounding the effectiveness, performance, and benefits of incorporating various technological tools within science, technology, engineering, and mathematics classrooms. Focusing on evidence-based approaches and current educational innovations, this book is an essential reference source for teachers, teacher educators, and professionals interested in how emerging technologies are benefiting teaching and/or learning efficacy. 2016-01-01T00:00:00Z http://lib.hpu.edu.vn/handle/123456789/26432 Title: Human Rights in Language and STEM Education: Science, Technology, Engineering and Mathematics Editors: Babaci-Wilhite, Zehlia Abstract: Human Rights in Language and STEM Education: Science, Technology, Engineering and Mathematics. 2016-01-01T00:00:00Z http://lib.hpu.edu.vn/handle/123456789/26430 Title: Discourse Analytic Perspectives on STEM Education: Exploring Interaction and Learning in the Multilingual Classroom Authors: Langman, Juliet Editors: Hansen-Thomas, Holly Abstract: This volume explores the nature of discourse in secondary and upper elementary mathematics and science classrooms. Chapters examine conditions that support or hinder teachers and students, in particular language learners, in employing language as a tool for learning. The volume provides rich oral and written language examples from a range of classroom contexts to illustrate how linguistic practices affect students’ appropriation and display of disciplinary specific knowledge. Chapters further explore linguistic practices through with the support of discourse analytic models that foreground the authentic classroom data with the aim of understanding the dynamics of the classroom. The authors investigate the intersection between discourse and learning from a range of perspectives, including an examination of key concepts such as intertextuality, interaction, mediation, scaffolding, appropriation, and adaptations. This volume offers concrete suggestions on how teachers might benefit from a discourse approach to teaching in the areas of mathematics and science. 2017-01-01T00:00:00Z