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Leveraging Communities of Practice as Professional Learning Communities in Science, Technology, Engineering, Math (STEM) Education

4105 College of Education Building, Georgia Southern University, P.O. Box 8013, Statesboro, GA 30460, USA
Educ. Sci. 2020, 10(8), 190; https://doi.org/10.3390/educsci10080190
Received: 29 May 2020 / Revised: 13 July 2020 / Accepted: 21 July 2020 / Published: 23 July 2020
(This article belongs to the Section STEM Education)
In the modern educational era, there is an increasing focus on Science, Technology, Engineering and Math (STEM) education. Innovation and workforce preparation play a large role in the push to increase scientific literacy, thinking skills and high-skilled personnel. However, there are ongoing issues with reforming education to meet these goals as well as the recruitment and retention of students in these fields. STEM and the various other iterations in which it is found, represents a challenge in education, as there are often many intersecting cultures, epistemologies, practices and expectations that are unique to each of the represented fields. As a result, educators often struggle with creating STEM experiences and programs that truly integrate each of the disciplines in a meaningful way. This discussion explores the potential role of leveraging existing communities of practice into Professional Learning Communities in order to shift the attention toward student experiences while more clearly defining the goals, roles and expectations in STEM. View Full-Text
Keywords: STEM; communities of practice; professional learning communities STEM; communities of practice; professional learning communities
MDPI and ACS Style

Glaze-Crampes, A.L. Leveraging Communities of Practice as Professional Learning Communities in Science, Technology, Engineering, Math (STEM) Education. Educ. Sci. 2020, 10, 190.

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