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020 _a9783030398514
024 7 _a10.1007/978-3-030-39851-4
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
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072 7 _aSCI063000
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPD
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082 0 4 _a507.1
_223
245 1 0 _aSTEM in the Technopolis: The Power of STEM Education in Regional Technology Policy
_h[electronic resource] /
_cedited by Cliff Zintgraff, Sang C. Suh, Bruce Kellison, Paul E. Resta.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aXVIII, 323 p. 56 illus., 50 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
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505 0 _aForeword -- Preface -- Part 1 -- 1. The Virtuous Cycle: Global Cases of K-12 STEM Education in the Technology Policy of Cities -- 2. Regional Industry Clusters: A STEM Center of Gravity for Educators, Industry, Government and Non-Profits -- 3.The Education Philosophy, Theories and Models that Enable STEM Policy Integration -- 4. The STEM Technopolis Wheel: In Motion through STEM Learning -- 5. Moving Toward Digital Equity in the Technopolis -- 6. The Quantitative View: How to Measure STEM in the Technopolis -- Part 2 -- 7. Medellín, A Case of Self-STEAM (Esteem) -- 8. San Antonio’s Cybersecurity Cluster and CyberPatriot -- 9. Case Study: Taiwanese Government Policy, STEM Education, and Industrial Revolution 4.0 -- 10. Greater Austin STEM Ecosystem -- 11. Fundão, Portugal: Using STEM Education to Help Build a New ICT Technopolis -- 12. Mexico’s Movimiento STEM and Related Developments in the State of Querétaro -- 13. Verbal and Mathematical Literacy Educa-tion and STEAM in the Technopolis of São Carlos, Brazil -- Part 3 -- 14. Tracking STEM Education Development in China: National, Regional, and Local Influences -- 15. Case Study: STEM Contribution in Indian IT Clusters -- Part 4 -- 16. Intentional Integration of K-12 STEM Education with the Challenges of Cities: Do This, Avoid That, Here are Tools.
520 _aThis book addresses how forward-thinking local communities are integrating pre-college STEM education, STEM pedagogy, industry clusters, college programs, and local, state and national policies to improve educational experiences, drive local development, gain competitive advantage for the communities, and lead students to rewarding careers. This book consists of three sections: foundational principles, city/regional case studies from across the globe, and state and national context. The authors explore the hypothesis that when pre-college STEM education is integrated with city and regional development, regions can drive a virtuous cycle of education, economic development, and quality of life. Why should pre-college STEM education be included in regional technology policy? When local leaders talk about regional policy, they usually talk about how government, universities and industry should work together. This relationship is important, but what about the hundreds of millions of pre-college students, taught by tens of millions of teachers, supported by hundreds of thousands of volunteers, who deliver STEM education around the world? Leaders in the communities featured in STEM in the Technopolis have recognized the need to prepare students at an early age, and the power of real-world connections in the process. The authors advocate for this approach to be expanded. They describe how STEM pedagogy, priority industry clusters, cross-sector collaboration, and the local incarnations of global development challenges can be made to work together for the good of all citizens in local communities. This book will be of interest to government policymakers, school administrators, industry executives, and non-profit executives. The book will be useful as a reference to teachers, professors, industry professional volunteers, non-profit staff, and program leaders who are developing, running, or teaching in STEM programs or working to improve quality of life in their communities.
650 0 _aScience education.
650 0 _aTechnical education.
650 0 _aMathematics—Study and teaching .
650 0 _aEducational policy.
650 0 _aEducation and state.
650 0 _aEducational technology.
650 1 4 _aScience Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O27000
650 2 4 _aEngineering/Technology Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O43000
650 2 4 _aMathematics Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O25000
650 2 4 _aEducational Policy and Politics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O19000
650 2 4 _aEducational Technology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O21000
700 1 _aZintgraff, Cliff.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aSuh, Sang C.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aKellison, Bruce.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aResta, Paul E.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030398507
776 0 8 _iPrinted edition:
_z9783030398521
776 0 8 _iPrinted edition:
_z9783030398538
856 4 0 _uhttps://doi.org/10.1007/978-3-030-39851-4
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