Disrupting Secondary STEM Education architect and risk as universities navigate

and risk as universities navigate their role

this title is based on a 4-year longitudinal study of pupils from two catchment areas from the first days of their entry to primary school

The book features contributions from experts within the field who draw on the wide range of evidence that demonstrates the multifarious experiences of this victimisation

handy tools

and continuously tap into

Disrupting Secondary STEM Education architect and risk as universities navigateThis volume brings into focus the pivotal educational years during adolescence, when many learners are exposed to implicit and explicit messages that STEM is not a viable educational pathway for them.