Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Executive Summary

Individual and Institutional Factors of Applied STEM Coursetaking in High School


by Cameron Sublett & Michael A. Gottfried — 2017


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Individual and Institutional Factors of Applied STEM Coursetaking in High School
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 119 Number 10, 2017, p. 1-38
http://www.tcrecord.org ID Number: 21859, Date Accessed: 12/13/2017 7:43:00 PM
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Cameron Sublett
    University of California Santa Barbara
    E-mail Author
    CAMERON SUBLETT is a doctoral candidate in the Gevirtz Graduate School of Education at the University of California Santa Barbara. His research relates to education policy, leadership, and research methods.
  • Michael Gottfried
    University of California Santa Barbara
    E-mail Author
    MICHAEL A. GOTTFRIED is an assistant professor in the Gevirtz Graduate School of Education at the University of California Santa Barbara. His research interests pertain to issues including school quality and effectiveness, classroom peer effects, and STEM. Recent articles include: “School Entry Age and Children’s Socio-Behavioral Skills: Evidence from a National Longitudinal Study of U.S. Kindergarteners” (Educational Evaluation and Policy Analysis) and “Classmates with Disabilities and Students’ Non-Cognitive Outcomes” (Educational Evaluation and Policy Analysis).
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS