Towards the ATS STEM conceptual framework

This report (Report #5) was written as part of a research project titled, Assessment of Transversal Skills in STEM (ATS STEM). The project is funded by Erasmus+ (Call reference: EACEA/28/2017 - European policy experimentations in the fields of Education and Training, and Youth led by high-level public authorities). The development of the ideas, concepts and understandings presented in this final report is visually synthesised in Towards the ATS STEM Conceptual Framework. Towards the ATS STEM Conceptual Framework aims to inform the classroom practices of integrated STEM education topics and their assessment. Educators can benefit from such a conceptual framework encapsulating the key ideas from the literature and that helps to inform their understanding and subsequent classroom practice

The Effect of Family Engagement on Parents\u27 Abilities to Help Their Children with Math

The purpose of this study was to ascertain if parents’ reported participation in specific math intervention strategies increased their abilities to help their children with math. The five math intervention strategies were Everyday Math Online Tools and Games, Star Math Reports/Home Connect from Renaissance Learning, HomeworkNOW, Study Island, and Family Math Nights. This research also served to examine if there was an association between parents’ participation in the five math intervention strategies and parents’ reported demographics. Parents of students in Grades 1 through 5 in a large, urban rim school district were surveyed. Survey respondents encompassed 694 parents. Descriptive statistics were conducted. The math intervention strategy that had the most parent participation was Study Island. Everyday Math Online Tools and Games and Star Math Reports/Home Connect from Renaissance Learning were identified as the most helpful. Chi-square analyses were performed to determine if there was an association between whether or not parents participated in each program and the school and grade of the child as well as the parent’s gender, race or ethnicity, and marital status. There was a statistically significant association revealed between whether or not parents participated in each of the five math programs and the school the child attends. A statistically significant association was shown between whether or not parents participated in each of the five math programs and the parent’s race–ethnicity. Study Island, which had the most parent participation, had the most significant associations

The Effect of Family Engagement on Parents\u27 Abilities to Help Their Children with Math

The purpose of this study was to ascertain if parents’ reported participation in specific math intervention strategies increased their abilities to help their children with math. The five math intervention strategies were Everyday Math Online Tools and Games, Star Math Reports/Home Connect from Renaissance Learning, HomeworkNOW, Study Island, and Family Math Nights. This research also served to examine if there was an association between parents’ participation in the five math intervention strategies and parents’ reported demographics. Parents of students in Grades 1 through 5 in a large, urban rim school district were surveyed. Survey respondents encompassed 694 parents. Descriptive statistics were conducted. The math intervention strategy that had the most parent participation was Study Island. Everyday Math Online Tools and Games and Star Math Reports/Home Connect from Renaissance Learning were identified as the most helpful. Chi-square analyses were performed to determine if there was an association between whether or not parents participated in each program and the school and grade of the child as well as the parent’s gender, race or ethnicity, and marital status. There was a statistically significant association revealed between whether or not parents participated in each of the five math programs and the school the child attends. A statistically significant association was shown between whether or not parents participated in each of the five math programs and the parent’s race–ethnicity. Study Island, which had the most parent participation, had the most significant associations

STEM education in schools: What can we learn from the research?

This report (Report #1) is as part of an Erasmus+ project entitled Assessment of Transversal Skills in STEM (ATS STEM), an innovative policy experimentation project being conducted across eight European Union countries through a partnership of 12 educational institutions. STEM education is a priority for all of the ATS STEM partners and each country/region is already engaged in implementing specific policy actions to promote the development of STEM knowledge and competences across their school sectors. The purpose of this first report is to provide a strong theoretical and research foundation regarding STEM Education, with particular respect to schools. The report aims to present examples of how STEM education has been defined and implemented in school curricula and how digital assessment of transversal skills and competences has been carried out