Advanced Placement Environmental Science and the Curriculum and Community Enterprise for Restoration Science (CCERS) Project in the New York City High School

Autor/inn/en	Birney, Lauren; McNamara, Denise
Titel	Advanced Placement Environmental Science and the Curriculum and Community Enterprise for Restoration Science (CCERS) Project in the New York City High School
Quelle	In: Journal of Curriculum and Teaching, 7 (2018) 1, S.7-12 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Advanced Placement; Environmental Education; Employment Opportunities; STEM Education; Social Justice; Access to Education; High School Students; Program Descriptions; Disadvantaged; Equal Education; Case Studies; School Segregation; New York (New York) + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Berufschance; Beschäftigungschance; STEM; Soziale Gerechtigkeit; Education; Access; Bildung; Zugang; Bildungszugang; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study
Abstract	This paper explores the issue of social justice through the lens of equitable access to Advanced Placement courses in the City of New York High Schools, with focus on Advanced Placement Environmental Science. A critical component of the Advanced Placement Environmental Science course is the incorporation of environmental fieldwork. The National Research Council (2014) suggest that field stations are important for STEM education and provide opportunities to engage students in the natural environment and get them excited about science. Through the Curriculum and Community Enterprise for Restoration Science, an NSF funded opportunity, students in the Advanced Placement Environmental Science course are integrating their field station work in Oyster Restoration in the New York City Harbor. These interactions with the environment offer unique experiences which engage marginalized students in both rigorous coursework and affords equity in science learning. In turn, it affords all students the opportunity for upward mobility and increased career opportunities in the area of STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01