This search turned up some pretty good results for our topic.

The use of technology (information and communication technology, ICT) in secondary education is an important aspect of the current curriculum and of teachers' pedagogy. Learning supported by computers is supposed to be motivating for students and is, therefore, assumed to have positive effects on learning experiences and results.

Abstract: This article focuses on science, technology, engineering, and mathematics (STEM) education in secondary inclusive classrooms. Co-teaching is increasingly used in inclusive practice by administrators to provide effective instruction in inclusive classrooms. The practical and successful instructional strategies in the article focus on one co-teaching structure: station teaching. Although co-teaching has six different models, station teaching can provide a meaningful way for general educators and special educators to work collaboratively in the STEM inclusive classroom. This article will demonstrate the technology and communication enhancement that are necessary in STEM careers.

Abstract: "According to a release, this latest offering from the Girl Scout Research Institute shows that 74 percent of teen girls are interested in STEM subjects and the general field of study. Further, a high 82 percent of girls see themselves as "smart enough to have a career in STEM." And yet, few girls consider it their number-one career option: 81 percent of girls interested in STEM are interested in pursuing STEM careers, but only 13 percent say it's their first choice. Additionally, girls express that they don't know a lot about STEM careers and the opportunities afforded by these fields, with 60 percent of STEM-interested girls acknowledging that they know more about other careers than they do about STEM careers. "While we know that the majority of girls prefer a hands-on approach in STEM fields, we also know that girls are motivated to make the world a better place and to help people," says Kamla Modi, PhD, research and outreach analyst, Girl Scout Research Institute. "Girls may not understand how STEM careers help people, or how their STEM interests can further their goals of helping people. Girl Scouts of the USA is committed to engaging girls in STEM activities and encouraging them to pursue STEM interests both in and outside the classroom, [in part] through program partnerships."

http://search.proquest.com/docview/878555049/ADCA7BF2BC814E79PQ/1?accountid=15017

Abstract:
Math students' academic and math climates provide an atmosphere for initial and sustained achievement across their high school experience. Students who were once interested in a math-related college major become at risk for completing that goal, which in turn reduces the number of students entering a STEM field and reducing the human capital for advancements in engineering and technology. Through middle school, parents stop being able to help students in math, students go through a developmental stage of fighting for autonomy, and too many previously solid math students stop out of the math pipeline. Investigating predictors that affect sustained student interest and achievement in mathematics, and pursuit of a STEM career goal, helps educators and policymakers in their pursuit of increasing the students in the math pipeline and the quantity and quality of STEM majors.

This study, built on social cognitive career theory and school climate research, investigated NELS data from 8th grade to post secondary admissions, concentrating on the affects of home and school academic and math climates on 8th grade math achievement, on sustained achievement over high school, and on math-level college enrollment. Three research questions were studied using two hierarchical designs: a three-level HLM model of Individual Change within Organizations, and a two-level HGLM study investigating predictors on multinomial outcomes based on the math intensity of the desired major.

Eighth-grade math achievement is affected by gender somewhat, parent expectation, home communication, a student's math disposition, as well as the math climate of the home. Similarly, math achievement across high school is affected by the same with the math climate of the home not having a sustained affect. Additional school-level math climate predictors have marginal affects on math achievement growth. Finally, adding to STEM research, college enrollment was studied using a unique classification system involving math-intensity.

In sum, a change in several student-level predictors: gender, algebra, math disposition and one school-level predictor marginally, could increase the expected odds of being in the most math-intense college major (STEM). These findings could be useful in helping educators and policy-makers increase math interest, achievement, and college enrollments in math-related fields.