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Investigating the criteria and processes used in the selection, implementation, and evaluation of STEM within K--12 education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Investigating the criteria and processes used in the selection, implementation, and evaluation of STEM within K--12 education./
作者:	Delp, Matthew J.
面頁冊數:	1 online resource (201 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9781369318289

Investigating the criteria and processes used in the selection, implementation, and evaluation of STEM within K--12 education.
Delp, Matthew J.

Investigating the criteria and processes used in the selection, implementation, and evaluation of STEM within K--12 education. - 1 online resource (201 pages)

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ed.D.)--University of Pittsburgh, 2016.

Includes bibliographical references

This study utilized survey research to investigate how school districts within K-12 education select, implement, and evaluate Science, Technology, Engineering, and Mathematics (STEM) programs. Thirty school districts within the Math and Science Collaborative located in Western Pennsylvania participated in this research. In addition to characterizing the STEM programs of the participating school districts, this study also analyzed the alignment of these programs to the components of comprehensive STEM programs and critical approaches to substantiate STEM program implementation as stated in the literature (Augustine, 2005; Bybee, 2010a, 2010b; Carnevale et al., 2011; DeJarnette, 2010; Epstein & Miller, 2011b; Gardner et al., 1983; Hossain & Robinson, 2011, 2012; Kuenzi, 2008).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369318289Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

Investigating the criteria and processes used in the selection, implementation, and evaluation of STEM within K--12 education.
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245 1 0 $a Investigating the criteria and processes used in the selection, implementation, and evaluation of STEM within K--12 education.
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500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Cynthia Tananis.
502 $a Thesis (Ed.D.)--University of Pittsburgh, 2016.
504 $a Includes bibliographical references
520 $a This study utilized survey research to investigate how school districts within K-12 education select, implement, and evaluate Science, Technology, Engineering, and Mathematics (STEM) programs. Thirty school districts within the Math and Science Collaborative located in Western Pennsylvania participated in this research. In addition to characterizing the STEM programs of the participating school districts, this study also analyzed the alignment of these programs to the components of comprehensive STEM programs and critical approaches to substantiate STEM program implementation as stated in the literature (Augustine, 2005; Bybee, 2010a, 2010b; Carnevale et al., 2011; DeJarnette, 2010; Epstein & Miller, 2011b; Gardner et al., 1983; Hossain & Robinson, 2011, 2012; Kuenzi, 2008).
520 $a Findings suggest that the primary goal for school districts, as it relates to STEM program implementation, is to influence students' interest and pursuit of STEM-related careers and degrees. In order to achieve this goal, results of this study indicate the focus of STEM program implementation occurs with the greatest frequency at the middle school (grades seven and eight) level, are developed as an adaptation to the curriculum, and are very diverse from one school district to the next. In addition, findings suggest that although school districts maintain they aim to promote careers and degrees in STEM, districts rely on traditional methods of evaluating STEM program implementation (i.e. standardized test scores) and do not track the longitudinal impact their STEM programs as they related to degrees and careers in STEM. Furthermore, results indicate district STEM programs are not aligned to the characteristics of comprehensive STEM programs as defined by the literature.
520 $a In order to address the misalignment of school district goals and evaluation processes involved in STEM program implementation and the absence of the characteristics commensurate with comprehensive STEM programs, this study has created a framework to guide school districts in STEM program selection, implementation, and evaluation.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 1148494
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650 4 $a Mathematics education. $3 1148686
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a University of Pittsburgh. $b Administrative and Policy Studies. $3 1179570
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