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Who’s Taking What? “Applied STEM” Coursetaking for High School Students With Learning Disabilities
AERA Open ( IF 3.427 ) Pub Date : 2021-03-16 , DOI: 10.1177/2332858421999078
Michael A. Gottfried 1 , Jay Plasman 2 , Jennifer A. Freeman 1 , Shaun Dougherty 3
Affiliation  

Increasing and improving the science, technology, engineering, and mathematics (STEM) educational pipeline has been a point of emphasis for decades, and federal policy in the United States has urged high schools to embed new types of STEM courses into the curriculum. As one example, applied STEM courses—one growing branch within career and technical education (CTE)—are designed to reinforce traditional academic STEM content and to motivate students’ interests and long-term pursuits in STEM areas. That said, little is known about who takes these courses, and applied-STEM-CTE enrollment in these courses has not been explored in the research for students with learning disabilities. Using the High School Longitudinal Study (a nationally representative data set of high school students), we asked whether CTE coursetaking differed for students with learning disabilities compared with those without disabilities, and whether there were specific coursetaking differences in applied-STEM-CTE. We found that students with learning disabilities were more likely to earn more units in CTE courses compared with students without disabilities. Yet, when looking at applied-STEM-CTE courses, we see that although students with learning disabilities earn more CTE units than students without disabilities, students with learning disabilities do not take different amounts of applied-STEM-CTE courses. Implications are discussed.



中文翻译:

谁在服用什么?学习障碍高中生“应用STEM”课程

数十年来,重点一直是增加和改善科学,技术,工程和数学(STEM)教育渠道,并且美国的联邦政策已敦促高中将新型STEM课程纳入课程。例如,应用型STEM课程是职业和技术教育(CTE)中一个正在增长的分支,旨在强化传统的STEM学术内容,并激发学生对STEM领域的兴趣和长期追求。也就是说,对于谁参加这些课程知之甚少,针对学习障碍学生的研究还没有探索将STEM-CTE应用于这些课程。使用“高中纵向研究”(全国代表性的高中学生数据集),我们询问有学习障碍的学生与没有学习障碍的学生相比,CTE课程学习是否有所不同,应用STEM-CTE是否存在特定的课程学习差异。我们发现,与无障碍学生相比,有学习障碍的学生更有可能在CTE课程中获得更多的单元。但是,在研究应用STEM-CTE课程时,我们发现尽管有学习障碍的学生比无障碍学生的CTE单元要多,但是有学习障碍的学生并没有参加不同数量的应用STEM-CTE课程。讨论了含义。我们发现,与无障碍学生相比,有学习障碍的学生更有可能在CTE课程中获得更多的单元。但是,在研究应用STEM-CTE课程时,我们发现尽管有学习障碍的学生比没有残疾的学生获得更多的CTE单元,但有学习障碍的学生却没有参加不同数量的应用STEM-CTE课程。讨论了含义。我们发现,与无障碍学生相比,有学习障碍的学生更有可能在CTE课程中获得更多的单元。但是,在研究应用STEM-CTE课程时,我们发现尽管有学习障碍的学生比没有残疾的学生获得更多的CTE单元,但有学习障碍的学生却没有参加不同数量的应用STEM-CTE课程。讨论了含义。

更新日期:2021-03-16
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