Analysis Of A Statewide K 12 Engineering Program: Learning From The Field | Zendy

Debra Brockway | Zendy; Elisabeth McGrath | Zendy; Mercedes McKay | Zendy; Dawna Schultz | Zendy

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Analysis Of A Statewide K 12 Engineering Program: Learning From The Field

Author(s) -

Debra Brockway,

Elisabeth McGrath,

Mercedes McKay,

Dawna Schultz

Publication year - 2020

Publication title -

2009 annual conference and exposition proceedings

Language(s) - English

Resource type - Conference proceedings

DOI - 10.18260/1-2--5078

Subject(s) - curriculum , variety (cybernetics) , work (physics) , mathematics education , permission , engineering education , set (abstract data type) , class (philosophy) , professional development , field (mathematics) , engineering , pedagogy , computer science , psychology , engineering management , mathematics , political science , artificial intelligence , mechanical engineering , law , pure mathematics , programming language

Engineering Our Future New Jersey (EOFNJ), an ongoing statewide initiative to infuse engineering into K-12 science, mathematics, and technology curricula, has recently concluded a three-year effort to reach 2,000 elementary, middle, and high school education professionals with professional development activities and an awareness-building campaign. This program, which has focused on teacher professional development using a variety of exemplary K-12 engineering curricula with varying degrees of intensity and classroom support, has reached more than 2,400 education professionals. Quantitative and qualitative results of a multifaceted study of EOFNJ are reported in this paper to demonstrate the impact such programs can have on education and to provide insight on establishing and nurturing these programs through the example set by two school districts.

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