While many students are misinformed about the coronavirus and ill-equipped to respond, we find ourselves with an opportunity in which we can teach students to respond to a dire global issue with grace and empathy.
Hear from afterschool leaders regarding how they viewed the opportunities and the challenges to afterschool moving forward, as we head into a new decade.
For the past year, Deans for Impact has been working with six teacher-preparation programs to integrate learning science into the coursework and clinical experiences they provide to future teachers — or teacher-candidates, as they call them. As part of that work, they developed a new assessment to help identify what teacher-candidates know and do not know about learning science.
What has changed in this year’s budget request? The president’s budget request eliminates afterschool funding in the 21st Century Community Learning Center program for the fourth straight year, albeit in a different way than in previous years. But as far as STEM goes, this year’s request remains similar to other budget requests. Even with the administration’s five-year STEM education strategy calling for greater coordination and expansion of STEM education opportunities across federal agencies, the last two budget requests since that plan was published submitted have fallen short of this call.
In a country in which we cannot agree on anything at all, it seems there is near-consensus on the importance of civics education for improving our education system and our democracy. Despite the desperate need, only nine states require a full year of civics instruction, and only eight have a stand-alone assessment in civics. As a country, we spend 5 cents per student on civic instruction, versus $54 per student on STEM education.
A new report from the National Academy of Engineering makes it clear, the shine of engineering as an up-and-coming star in K-12 education might well be getting lost in a light-sucking black hole at the center — the daunting task of teaching engineering. The implications of the report, Building Capacity for Teaching Engineering in K-12 Education, raise a real question: might it actually be too hard to find, prepare and support the teachers we need to deliver substantive engineering learning to K-12 students?