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Now more than ever, as a worldwide STEM community, we need to know what pre-collegiate teachers and students explore, learn, and implement in relation to computer science and engineering education. As computer science and engineering education are not always “stand-alone” courses in pre-collegiate schools, how are pre-collegiate teachers and students learning about these topics? How can these subjects be integrated? Explore six articles in this book that directly relate to the currently hot topics of computer science and engineering education as they tie into pre-collegiate science, technology, and mathematics realms. There is a systematic review article to set the stage of the problem. Following this overview are two teacher-focused articles on professional development in computer science and entrepreneurship venture training. The final three articles focus on varying levels of student work including pre-collegiate secondary students’ exploration of engineering design technology, future science teachers’ (collegiate students) perceptions of engineering, and pre-collegiate future engineers’ exploration of environmental radioactivity. All six articles speak to computer science and engineering education in pre-collegiate forums, but blend into the collegiate world for a look at what all audiences can bring to the conversation about these topics.

secondary science --- STEM outreach --- mathematics (STEM) education --- environmental radioactivity --- learner analysis --- coaching --- learner-centered pedagogy --- preservice teacher beliefs --- computer science education --- laboratory activity --- science education --- challenge-based learning --- engineering --- K–12 teacher --- literature review --- pre-collegiate teacher --- scintillator detector --- computing outreach --- science --- computer science application --- pre-college engineering activities --- K-12 teachers --- engineering design process --- ?-ray spectroscopy --- student engagement --- in-situ measurements --- conceptual assessment items --- engineering education --- Web-GIS platform --- K–12 --- computer science --- engineering outreach --- online professional development training --- pre-college STEM activities --- Android app --- students’ alternative conceptions --- technology --- inquiry-based science and technology --- computer science integration --- assessment tool --- perceptions --- pre-college computing activities --- nuclear engineering experiment --- conceptual change --- NGSS --- physics education --- engineering design technology

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"Meeting students' basic needs - including ensuring they have access to nutritious meals and a sense of belonging and connection to school - can positively influence students' academic performance. Recognizing this connection, schools provide resources in the form of school meals programs, school nurses, and school guidance counselors. However, these resources are not always available to students and are not always prioritized in school reform policies, which tend to focus more narrowly on academic learning. This book is about the balancing act that schools and their teachers undertake to respond to the social, emotional, and material needs of their students in the context of standardized testing and accountability policies. Drawing on conversations with teachers and classroom observations in two elementary schools, How Schools Meet Students' Needs explores the factors that both enable and constrain teachers in their efforts to meet students' needs and the consequences of how schools organize this work on teachers' labor and students' learning"--

Educational change --- Educational equalization --- School children --- No Child Left Behind act, President Bush, Bush presidency, political analysis, education reform, academic achievement, K-12, public education, American Education, U.S. Education, education systems, standardized testing, school curriculums, Obama administration, Bush administration, school textbooks, workbooks, pencils, school reform, school policies, school administration, labor and care, American school system, Charter schools, Evanston elementary, child case studies.

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Despite the significant decrease in bullying that has been reported in many countries during the last two decades, bullying continues to be a significant problem among young people. Given the increase of internet use among youth, researchers have started to pay attention to cyberspace, understanding that it may be a fertile ground for bullying behaviors, specifically, what is known as cyberbullying. “Family, Bullying and Cyberbullying” examines the association of several family variables with bullying in offline and online environments during childhood and adolescence. Contributors from the Americas, Canada, Asia, and Europe offer cutting-edge research on family dynamics, bystander behaviors, parents’ and educators’ perceptions, and bullying and cyberbullying prevention and intervention strategies of bullying for school and home. This book also provides an analysis of the current research on the influence of family in the electronic bullying. Research topics included in the book: 1) Parental education and bullying and cyberbullying; 2) Parental monitoring and cyberbullying; 3) Parental communication and feelings of affiliation; 4) Student and educator perspective on cyberbullying; 5) Parents’ responses to bullying; 6) Parental mediation and bystander behaviors; 7) Development of scales to measure cyberbullying and high internet risks. “Family, Bullying and Cyberbullying” is an essential resource for researchers, graduate students, families, and practitioners in social education, social work, teacher education, and psychology.

parent --- education --- teacher education --- peers --- family functioning --- parental communication --- psychometric properties --- teenagers --- scale development --- bystanding --- parental mediation --- mothers --- boarding students --- information and communication technology --- affiliation --- high-risk behaviours --- young children --- prevention --- parenting --- victims --- bullying awareness --- coping strategies --- parental monitoring --- cyberbullying --- restriction --- adolescence --- internet --- bullying --- wang-ta --- parents --- K-12 --- bystander --- victimization --- training --- private school --- cybervictimization --- supervision --- cyber-victimization --- bully --- socialization --- violence --- aggression --- self-concept --- systematic review --- perpetration --- school coexistence --- perceptions --- pre-service teachers --- management --- family --- parental control --- cyber-kindness

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A guide to computational thinking education, with a focus on artificial intelligence literacy and the integration of computing and physical objects. Computing has become an essential part of today's primary and secondary school curricula. In recent years, K-12 computer education has shifted from computer science itself to the broader perspective of computational thinking (CT), which is less about technology than a way of thinking and solving problems -- "a fundamental skill for everyone, not just computer scientists," in the words of Jeanette Wing, author of a foundational article on CT. This volume introduces a variety of approaches to CT in K-12 education, offering a wide range of international perspectives that focus on artificial intelligence (AI) literacy and the integration of computing and physical objects. The book first offers an overview of CT and its importance in K-12 education, covering such topics as the rationale for teaching CT; programming as a general problem-solving skill; and the "phenomenon-based learning" approach. It then addresses the educational implications of the explosion in AI research, discussing, among other things, the importance of teaching children to be conscientious designers and consumers of AI. Finally, the book examines the increasing influence of physical devices in CT education, considering the learning opportunities offered by robotics. Contributors Harold Abelson, Cynthia Breazeal, Karen Brennan, Michael E. Caspersen, Christian Dindler, Daniella DiPaola, Nardie Fanchamps, Christina Gardner-McCune, Mark Guzdial, Kai Hakkarainen, Fredrik Heintz, Paul Hennissen, H. Ulrich Hoppe, Ole Sejer Iversen, Siu-Cheung Kong, Wai-Ying Kwok, Sven Manske, Jes͠s Moreno-Le̤n, Blakeley H. Payne, Sini Riikonen, Gregorio Robles, Marcos Romǹ-Gonzl̀ez, Pirita Seitamaa-Hakkarainen, Ju-Ling Shih, Pasi Silander, Lou Slangen, Rachel Charlotte Smith, Marcus Specht, Florence R. Sullivan, David S. Touretzky.

Educational equipment & technology, computer-aided learning (CAL) --- Computational Thinking Education --- K-12 Education --- Artificial Intelligence --- Physical Computing --- Computer science --- Artificial intelligence --- Study and teaching. --- AI (Artificial intelligence) --- Artificial thinking --- Electronic brains --- Intellectronics --- Intelligence, Artificial --- Intelligent machines --- Machine intelligence --- Thinking, Artificial --- Bionics --- Cognitive science --- Digital computer simulation --- Electronic data processing --- Logic machines --- Machine theory --- Self-organizing systems --- Simulation methods --- Fifth generation computers --- Neural computers --- Informatics --- Science

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This book is a reprint of papers in the Special Issue published in Education Sciences under the title "Online and Distance Learning during Lockdown Times: COVID-19 Stories". It includes papers covering K-12 educational sector representing international experience of teaching and learning from the start of the first episode of lockdown due to the Covid-19 pandemic.

Philosophy --- teaching profession --- COVID-19 school closure --- online learning --- K–12 education --- public education --- distance education --- rural education --- educational technology --- learning barriers obstacles --- quality --- distance learning --- COVID-19 pandemic --- questionnaire --- professors and students --- emergency remote teaching --- COVID-19 --- special education --- teachers --- elementary school --- pedagogy --- sport science --- transdisciplinary --- childhood learning --- technologies --- relationship --- civil education approach --- education --- emergency --- low-resource settings --- engagement --- student perception --- survey --- Moore framework --- mathematics education --- online teaching --- parent attitudes --- primary education --- productive struggle --- remote learning --- teacher attitudes --- teaching and learning in emergencies --- science teachers --- qualitative research --- higher education --- evaluation --- parental involvement --- home-school relationships --- Twitter --- social media --- coronavirus disease --- EFL learners --- student course engagement questionnaire --- Madrasti --- platform --- stakeholders --- Facebook --- content analysis --- educational change --- school --- adaptation --- complex systems --- academic self-perceptions --- workload --- technical support --- course satisfaction --- digital technology --- home-learning --- Thirdspace --- primary teachers --- Scotland --- COVID-19 lockdown --- instructor readiness --- e-learning readiness --- pandemic --- e-learning --- students’ e-learning preparedness --- e-learning competency --- Rasch analysis --- web-based learning --- flipped classroom --- architecture-engineering and construction (AEC) --- blended learning --- lifelong learning --- meaningful learning --- COVID-19 instructional response --- instructional planning --- preservice teachers --- STEM integration --- in-service teachers --- undergraduate research --- flexible teaching --- COVID-19 lockdown education --- structure in education --- online education --- secondary education --- teacher knowledge --- mathematics --- online teaching materials --- distanced learning --- technology-mediated learning --- technology-mediated teaching --- engineering education --- entrepreneurship education --- face-to-face learning --- perceptions --- children’s learning --- accounting education --- internship --- n/a --- K-12 education --- students' e-learning preparedness --- children's learning