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Mrs. Yang’s Classroom Edit display name

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Increasing student achievement is a constant challenge for every educator, especially if their students are non-English speakers and language becomes an academic barrier. Throughout the years, we have seen the shift of emphasis on academic performance in the field of science, technology, engineering, and math (STEM) due to the recent decades of global and social economic expansion. The work force is becoming dependent on the ability of workers to design and implement solutions to the many challenges that are becoming more common as populations and demands increase (National Science Board, 2010). Although there is a need in the field of STEM, we are still experiencing critical shortages of workers in these area (Chen & Soldner, 2013; National Science Board, 2007). To effectively address this critical shortage, it is essential to examine the nation’s educational system in the field of STEM to ensure that quality education exist among the educational field. In addition, science content knowledge, pedagogical content knowledge, and self-efficacy of primary teachers teaching science must be discussed regarding student achievement in the field of STEM. Current teachers are in the transitional period between standards-based education to a more constructivist-oriented approach required by the Next Generation Science Standards (NGSS). In addition, with the adoption of Common Core State Standards (CCSS), concerns regarding science being taught in the primary grades should be discussed. Many teachers are now placing a greater emphasis on English Language Arts and Math compared to Science due to the annual testing of students in these two subject areas (Bays, 2016). These materials will make a difference in my every day classroom by exposing my students to STEM with self interest and inquiry.

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Increasing student achievement is a constant challenge for every educator, especially if their students are non-English speakers and language becomes an academic barrier. Throughout the years, we have seen the shift of emphasis on academic performance in the field of science, technology, engineering, and math (STEM) due to the recent decades of global and social economic expansion. The work force is becoming dependent on the ability of workers to design and implement solutions to the many challenges that are becoming more common as populations and demands increase (National Science Board, 2010). Although there is a need in the field of STEM, we are still experiencing critical shortages of workers in these area (Chen & Soldner, 2013; National Science Board, 2007). To effectively address this critical shortage, it is essential to examine the nation’s educational system in the field of STEM to ensure that quality education exist among the educational field. In addition, science content knowledge, pedagogical content knowledge, and self-efficacy of primary teachers teaching science must be discussed regarding student achievement in the field of STEM. Current teachers are in the transitional period between standards-based education to a more constructivist-oriented approach required by the Next Generation Science Standards (NGSS). In addition, with the adoption of Common Core State Standards (CCSS), concerns regarding science being taught in the primary grades should be discussed. Many teachers are now placing a greater emphasis on English Language Arts and Math compared to Science due to the annual testing of students in these two subject areas (Bays, 2016). These materials will make a difference in my every day classroom by exposing my students to STEM with self interest and inquiry.

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About my class

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