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Using Schema and Transformational Leadership Theories to Support Reading Comprehension in the STEM Classroom : = A Qualitative Case Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Using Schema and Transformational Leadership Theories to Support Reading Comprehension in the STEM Classroom :/
其他題名:	A Qualitative Case Study.
作者:	Thompson, Sara.
面頁冊數:	1 online resource (116 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
標題:	Science education. -
電子資源:	click for full text (PQDT)
ISBN:	9798382816395

Using Schema and Transformational Leadership Theories to Support Reading Comprehension in the STEM Classroom : = A Qualitative Case Study.
Thompson, Sara.

Using Schema and Transformational Leadership Theories to Support Reading Comprehension in the STEM Classroom :A Qualitative Case Study. - 1 online resource (116 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ed.D.)--American College of Education, 2024.

Includes bibliographical references

Science, technology, engineering, and math (STEM) education programs focus on growing the STEM workforce. The problem is many middle and high school students in Texas require support from the STEM teacher to comprehend complex science texts. Research shows interest in science begins to decline in adolescence leading to a shortage of employees to fill STEM careers. A gap in the literature exists for research on reading support in the middle and high school grades for STEM education programs. The purpose of this qualitative case study was to explore middle and high school STEM teachers' perceptions of how to support students' comprehension of science texts within a charter school system in Texas. Schema and transformational leadership theories formed the theoretical framework supporting the study. The research questions examined teacher perceptions related to teaching literacy skills in the STEM classroom, how STEM teachers support students who struggle to comprehend science texts, and how STEM teachers currently implement reading strategies for science texts. Sixteen middle and high school STEM teachers participated in the study by completing a questionnaire and submitting a lesson plan. Data were analyzed using open coding practices and Braun and Clarke's thematic analysis model. Results from the data showed STEM teachers used a variety of reading strategies at various points in the lesson cycle but faced challenges when supporting students' reading comprehension due to a lack of training and planning. The perceived role of the STEM teacher influenced individual implementation. Recommendations include more explicit teacher training and the use of technology tools.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382816395Subjects--Topical Terms:

1151737
Science education.
Subjects--Index Terms:

LiteracyIndex Terms--Genre/Form:

554714
Electronic books.

Using Schema and Transformational Leadership Theories to Support Reading Comprehension in the STEM Classroom : = A Qualitative Case Study.
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