The UC Davis School of Education has both a long history and
growing involvement in STEM education. We are engaged in the full
continuum of STEM education, from pure research grants in how
teachers conceptualize and organize their scientific or
mathematical understanding, to how specific techniques are
implemented in classrooms, to how student learning takes place in
STEM disciplines, to STEM professional development and education
reform.
To engage teachers of math and science and prepare young people
for the jobs of the future, we must strengthen STEM curriculum
and make instruction and learning more fun and more relevant to
real world problem-solving. This requires an understanding of how
children learn and a rigorous focus on what works in the
classroom; both are priorities in the School’s approach to
tackling the challenges of STEM education.
Electronic Journal of Literacy through Science (EJLTS) offers
peer-reviewed articles on several topics including bilingualism,
science education, diversity and feminism, scientific literacy,
teacher education and teacher research. The journal’s goal
is to address access and equity within science education.
Read the Journal here.
After teaching middle school math for ten years, I decided to
pursue a PhD to get a fresh perspective on the issues I
observed every day in my classroom and thought that maybe I
could help develop remedies that would help other teachers, as
well.
There are eight million exceptional children with special needs
in our American school system, such as children with learning
disabilities or neuro-developmental disorders like autism. They
have the right to appropriate and comparable educational
opportunities. Truly meeting the needs of these children
requires a commitment to integrating advances in educational
science, neuroscience, and social policy.
