Handbook of Research on STEM Education, Volume II
1st Edition
Will be published approx. on 11. November 2026
Book
Paperback/Softback
542 pages
978-1-032-78972-9 (ISBN)
Description
The Handbook of Research on STEM Education, Volume II brings together leading global scholars to examine how STEM education is evolving across policy, research, and practice. It introduces chapters on newly salient topics such as computational thinking, evaluation, and global perspectives, and substantially updates core areas from the first volume, including STEM policy, STEM integration, equity, and research methods. Organized into six thematic sections, the volume addresses emerging frameworks for STEM integration, research methodologies, equity and participation, PK-12 teaching and learning, teacher education, postsecondary and informal STEM, and the use of evidence to inform future directions. Chapters explore critical topics such as intersectionality, asset-oriented and justice-focused approaches, early childhood STEM, professional development models, informal learning environments, program evaluation, and end with a global call to action on STEM reform.
This volume is intended for researchers, graduate students, teacher educators, policymakers, and practitioners who seek a comprehensive, research-based understanding of contemporary STEM education. Readers will benefit from synthesized research findings, conceptual frameworks, and methodological guidance that support both scholarly inquiry and applied decision-making. By foregrounding issues of equity, access, systems change, accountability, and evidence-based practice, the handbook equips readers to design, study, evaluate, and implement more inclusive and effective STEM learning environments. Ultimately, Volume II serves as both a reference work and a catalyst for advancing STEM education in ways that respond to societal needs, workforce development, and the diverse strengths of learners around the world.
This volume is intended for researchers, graduate students, teacher educators, policymakers, and practitioners who seek a comprehensive, research-based understanding of contemporary STEM education. Readers will benefit from synthesized research findings, conceptual frameworks, and methodological guidance that support both scholarly inquiry and applied decision-making. By foregrounding issues of equity, access, systems change, accountability, and evidence-based practice, the handbook equips readers to design, study, evaluate, and implement more inclusive and effective STEM learning environments. Ultimately, Volume II serves as both a reference work and a catalyst for advancing STEM education in ways that respond to societal needs, workforce development, and the diverse strengths of learners around the world.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Postgraduate, Professional Reference, and Undergraduate Advanced
Illustrations
18 s/w Abbildungen, 4 s/w Photographien bzw. Rasterbilder, 14 s/w Zeichnungen, 15 s/w Tabellen
15 Tables, black and white; 14 Line drawings, black and white; 4 Halftones, black and white; 18 Illustrations, black and white
Dimensions
Height: 254 mm
Width: 178 mm
ISBN-13
978-1-032-78972-9 (9781032789729)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Carla C. Johnson | Margaret J. Mohr-Schroeder | Tamara J. Moore
Handbook of Research on STEM Education, Volume II
Book
approx. 11/2026
1st Edition
Routledge
€401.48
Not yet published
Persons
Carla C. Johnson is Professor of STEM and AI Education and Executive Director of the AI Academy at North Carolina State University, USA.
Margaret J. Mohr-Schroeder is Professor of STEM Education and Vice Provost for Academic Affairs and Innovation at Kansas State University, USA.
Tamara J. Moore is Crowley Family Professor of Engineering Education, Executive Co-Director of INSPIRE Research Institute for Pre-College Engineering, and Director of SCALE K-12 at Purdue University, USA.
Lyn D. English is Professor of STEM Education at Queensland University of Technology, Australia.
Christa Jackson is a Professor of Educational Studies at Saint Louis University, USA.
Margaret J. Mohr-Schroeder is Professor of STEM Education and Vice Provost for Academic Affairs and Innovation at Kansas State University, USA.
Tamara J. Moore is Crowley Family Professor of Engineering Education, Executive Co-Director of INSPIRE Research Institute for Pre-College Engineering, and Director of SCALE K-12 at Purdue University, USA.
Lyn D. English is Professor of STEM Education at Queensland University of Technology, Australia.
Christa Jackson is a Professor of Educational Studies at Saint Louis University, USA.
Content
Section 1: Evolving Policies, Approaches, Methods, and Understandings in STEM Education 1. The State of STEM Education: Progress, Lessons Learned, and the Future 2. STEM Integration Revisited: Evolving Frameworks and Definitions 3. A Cradle to Grave Model of STEM Education in Support of Workforce Development 4. Methodologies, Methods, and Approaches for Integrative STEM Education Research Section 2: Participation in STEM 5. Intersectionality in STEM Education Research 6. Asset-oriented STEM Education Practices that Engage Racialized Learners 7. Gender Justice in STEM Education Research and Practice 8. The Landscape of Diversity, Equity, Inclusion, and Access in Postsecondary STEM Education in the United States Section 3: STEM Teaching and Learning in PK-12 9. Design Learning in STEM Education 10. Computational Thinking in K-12 Education 11. Opening Doors to STEM Integration: Global Perspectives on Inclusive Instructional Approaches for Increasing Access and Participation 12. The Importance of Early Childhood STEM Education Section 4: STEM Teacher Education 13. Externships and Research Experiences as Pathways to Teacher Development 14. Systemic Change in STEM Teacher Preparation: Transformative Reformation and Partnerships 15. Evidence-based Models for Effective Integrated STEM Professional Development Section 5: Postsecondary and Out-of-School STEM 16. Active Learning and Student Engagement in STEM Postsecondary Contexts 17. Grand Challenges Across Discipline-Based Educational Research (DBER): Expanding from Individuals to Systems, Culture, and Structures 18. Informal STEM Education Environments & Outcomes Section 6: Using Evidence to Inform Future Work in STEM 19. Integrated STEM School Models: Student Outcomes and Teacher Characteristics 20. Evaluating STEM Investments: Transparency and Accountability 21. A Global Call to Transform STEM Education: Challenges and Opportunities Around the Globe