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STEM Learning Is Everywhere Summary of a Convocation on Building Learning Systems (2014) / Chapter Skim
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4 Implications for Research and Policy
Pages 29-36

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From page 29...
... • The leaders of afterschool and informal learning institutions have already done extensive work on the issues associated with cross-sector collaboration. • Leadership, incentives for collaboration, and diverse advo cates are important tools for policy and advocacy in cross sector collaborations.
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From page 30...
... According to Bevan, a prominent issue that arises in applying these principles is whether providing access is sufficient for equity. Research indicates that equity requires ongoing, multiple opportunities to do and learn STEM, she said, with opportunities for redundancies and variation.
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From page 31...
... Educators familiar with rap ciphers, including overlapping speech, heightened emotions, and gestures, can learn to identify and leverage, rather than shut down, student engagement in STEM discussions in classrooms. She also mentioned work at the Exploratorium to take advantage of play in afterschool programs for STEM learning.
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From page 32...
... It also can require policy incentives to collaborate more effectively. As an example, she noted that the 21st Century Community Learning Centers Program provided a funding stream for afterschool
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From page 33...
... For example, a major missed opportunity to promote collaboration between school systems and partners occurred when the School Improvement Grants, which provided a large infusion of support for low-performing schools, provided little policy guidance about how to turn around performance.3 As a result, schools tended to do the easiest things rather than take actions with a basis in research or best practices, said Peck. In California, for example, which has 4,500 publicly funded afterschool programs, many of which are located at the same schools that had grants, the funds generally were not used to forge connections between afterschool programs and the school day.
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From page 34...
... These intermediaries also can leverage public resources to get the most out of public investments. On this topic, Linda Ortenzo, director of STEM programs at the Carnegie Science Center in Pittsburgh, described the Chevron Center for STEM Education and Career Development, which takes into account all of the major STEM programs in the area and includes a teacher excellence academy.4 She said this effort has created a group of people who represent all of those stakeholders in the STEM learning system.
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From page 35...
... "It really supports advocacy work at the local level," she said.
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Key Terms

  • learning opportunities
  • afterschool programs
  • stem education
  • expanded learning
  • stem programs

  • peck referred
  • state associations
  • policy guidance
  • school boards
  • establish programs

  • rap ciphers
  • policy educators
  • little policy
  • learn stem
  • school improvement

  • learning institutions
  • peck noted
  • education standards
  • community learning
  • learning ecosystem

  • major stem
  • influencing policy
  • funded afterschool
  • tool peck
  • state education

  • policy work
  • learning providers
  • ferent school
  • informal learning
  • leverage public


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