The Influence of Applied STEM Coursetaking on Advanced Mathematics and Science Coursetaking

Autor/in	Gottfried, Michael A.
Titel	The Influence of Applied STEM Coursetaking on Advanced Mathematics and Science Coursetaking
Quelle	In: Journal of Educational Research, 108 (2015) 5, S.382-399 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.899959
Schlagwörter	STEM Education; Program Effectiveness; Program Evaluation; High School Students; Advanced Courses; Course Selection (Students); Data Analysis; Early Experience; Demography; Student Characteristics; Longitudinal Studies; Predictor Variables; Mathematics Education; Regression (Statistics); Science Interests; Majors (Students) + Suchen Sie Ihr Suchwort? STEM; Programme evaluation; Programmevaluation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fortgeschrittenenunterricht; Course selection; Kurswahl; Auswertung; Frühbeginn; Demografie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Mathematische Bildung; Regression; Regressionsanalyse
Abstract	Advanced mathematics and science course taking is critical in building the foundation for students to advance through the STEM pathway-from high school to college to career. To invigorate students' persistence in STEM fields, high schools have been introducing applied STEM courses into the curriculum as a way to reinforce concepts learned in traditional mathematics and science classes and to motivate students' interests in a long-term pursuit of these areas. The author examines the role of taking applied STEM courses early in high school on taking advanced mathematics and science courses later in high school. The results suggest a positive link between early applied STEM course taking and later advanced mathematics and science course taking-one that is delineated by specific type of applied STEM course and by individual-level demographic characteristics. The findings of this study thus support policymakers and practitioners' efforts to expand the STEM curriculum beyond traditional subjects. Continuing to do so may be one way to expand the number of students persisting in STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01