STEM Education for High-Ability Learners: Designing and Implementing Programming focuses on the rigorous articulation of quality STEM education programming to develop STEM talent among high-ability and gifted learners. The intent of this book is to provide a comprehensive resource for educators designing and implementing each of the supports within STEM education by providing a discussion of each critical component for inclusion in a planned, coherent, and high-quality sequenced system. This edited volume provides a cutting-edge discussion of best practices for delivering STEM education by experts in the field. The contributing authors provide a differentiated discussion and recommendations for the learning experiences of gifted students in STEM education programs.
| Dedication |
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vii | |
| Introduction |
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Part I Foundational Theories, Research, and Best Practices in STEM Education |
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Chapter 1 State Residential STEM Schools: A Case Study |
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3 | (14) |
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Chapter 2 S Is for Science Education at the Elementary Level |
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17 | (16) |
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Chapter 3 S Is for Science Education at the Secondary Level |
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33 | (16) |
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Chapter 4 T Is for Technology Education: Developing Technological Talent and Skill Through Curriculum and Practice |
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49 | (22) |
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Chapter 5 E Is for Engineering Education: Cultivating Applied Science Understandings and Problem-Solving Abilities |
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71 | (14) |
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Chapter 6 M is for Mathematics at the Elementary Level |
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85 | (18) |
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Chapter 7 M is for Mathematics at the Secondary Level |
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103 | (20) |
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Chapter 8 Assessing Aptitude and Achievement in STEM Teaching and Learning |
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123 | (16) |
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Chapter 9 Infrastructure of Comprehensive STEM Programming for Advanced Learners |
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139 | (24) |
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Part II Applications to School-Based Practice With Gifted Education |
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Chapter 10 Connecting the Common Core State, Next Generation Science, and Gifted Programming Standards With STEM Curriculum for Advanced Learners |
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163 | (8) |
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Chapter 11 Biography Builds STEM Understanding for Talented Learners |
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171 | (16) |
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Chapter 12 International STEM Education and the Integrated Role of Second Language Study |
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187 | (20) |
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Chapter 13 Integrating the Arts and Creativity in STEM Education: Emerging Talent Using STEAM |
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207 | (18) |
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Chapter 14 Neuroscience and Gender Issues in STEM Education and Among High-Ability Learners |
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225 | (22) |
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Chapter 15 Designing and Developing an Exceptional Living-Learning Environment for the Highly Able Student: A Grassroots Approach to a Statewide Initiative |
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247 | (16) |
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| Conclusion |
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263 | (2) |
| About the Editor |
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265 | (2) |
| About the Authors |
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267 | |
Bronwyn MacFarlane, Ph.D., is a professor of gifted education at the University of Arkansas at Little Rock. She has diverse experiences in teaching gifted students; leading educational programs; designing, reviewing, and evaluating differentiated curriculum for advanced learners; and providing professional development. She has held leadership roles as Associate Dean of the College of Education and Health Professions; Academic Dean of the Summer Institute for Gifted at Princeton University; National Association for Gifted Children (NAGC) Chair of the STEM Network and the Counseling & Guidance Network; editorial assistant and guest editor for Roeper Review; and national columnist of The Curriculum Corner for Teaching for High Potential.
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