STEM Education Plan and the Relationships with the The Large Scale Assessment Policy

Authors

  • Verônica Gesser Universidade do Vale do Itajaí, Itajaí, Santa Catarina
  • Lilia DiBello Barry University, USA.

DOI:

https://doi.org/10.5902/1984644418173

Keywords:

STEM Education, Educational assessment, Curriculum, and Public policy.

Abstract

In this article we characterize the relationship between STEM Education policy of the United States, and the evaluation policies for basic education in the State of Florida. An analysis of data collected from official documents available online was conducted. We employed the technique of content analysis in order to characterize the level of correspondence, influences and relationships between the official documents of both entities. We identified relationships which were observed through the terms standardization, measurement, training, models, skills, priority areas, performance/progress and development/professional growth. These alignments between the federal policy level and the impact on practice at the State level highlight certain truths and areas where perhaps imaginary interests of certain hegemonic groups are being legitimized by the State.

Author Biographies

Verônica Gesser, Universidade do Vale do Itajaí, Itajaí, Santa Catarina

Professora do PPGE da Universidade do Vale do Itajai - UNIVALI.

Lilia DiBello, Barry University, USA.

Professora do PPGE da Barry University, USA.

Downloads

Published

2016-02-25

How to Cite

Gesser, V., & DiBello, L. (2016). STEM Education Plan and the Relationships with the The Large Scale Assessment Policy. Education, 1(1), 81–94. https://doi.org/10.5902/1984644418173

Issue

educação, v. 41, n. 1, jan./abr. 2016

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


Attribution 4.0 International (CC BY 4.0)

This license lets others remix, transform, and build upon the material for any purpose, even commercially, and copy and redistribute the material in any medium or format.


This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)