國立虎尾科技大學 |

Development of Integrative STEM Curriculum : = A Multiple Case Study of Multi-Disciplinary Teams in Two Pennsylvania High Schools.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Development of Integrative STEM Curriculum :/
Reminder of title:	A Multiple Case Study of Multi-Disciplinary Teams in Two Pennsylvania High Schools.
Author:	Rider-Bertrand, Joey H.
Description:	1 online resource (141 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9780355473179

Development of Integrative STEM Curriculum : = A Multiple Case Study of Multi-Disciplinary Teams in Two Pennsylvania High Schools.
Rider-Bertrand, Joey H.

Development of Integrative STEM Curriculum :A Multiple Case Study of Multi-Disciplinary Teams in Two Pennsylvania High Schools. - 1 online resource (141 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--Delaware Valley University, 2017.

Includes bibliographical references

At the start of the 21st century, STEM education was a new priority in many schools as the focus shifted from separate disciplines to integrative STEM education. Unfortunately, there was limited research to offer guidance to practitioners (Brown, 2012; Honey, Pearson & Schweingruber, 2014). This qualitative, multiple case study explored the experiences of two multi-disciplinary teams of secondary teachers from Pennsylvania who developed and implemented integrative STEM curriculum. Four teachers from a rural high school and four teachers from a suburban high school participated in the study. A document review of integrative STEM curriculum and semi-structured interviews were conducted to learn about the curriculum development process and teachers' perceptions regarding conditions that support or hinder success. Individual and cross-case analyses were performed to establish findings and themes.

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

Mode of access: World Wide Web

ISBN: 9780355473179Subjects--Topical Terms:

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

554714
Electronic books.

Development of Integrative STEM Curriculum : = A Multiple Case Study of Multi-Disciplinary Teams in Two Pennsylvania High Schools.
LDR:02891ntm a2200373Ki 4500 001 918172
005 20181022132747.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355473179
035 $a (MiAaPQ)AAI10606037
035 $a (MiAaPQ)delval:10007
035 $a AAI10606037
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Rider-Bertrand, Joey H. $3 1192423
245 1 0 $a Development of Integrative STEM Curriculum : $b A Multiple Case Study of Multi-Disciplinary Teams in Two Pennsylvania High Schools.
264 0 $c 2017
300 $a 1 online resource (141 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Donna W. Jorgensen.
502 $a Thesis (Ed.D.)--Delaware Valley University, 2017.
504 $a Includes bibliographical references
520 $a At the start of the 21st century, STEM education was a new priority in many schools as the focus shifted from separate disciplines to integrative STEM education. Unfortunately, there was limited research to offer guidance to practitioners (Brown, 2012; Honey, Pearson & Schweingruber, 2014). This qualitative, multiple case study explored the experiences of two multi-disciplinary teams of secondary teachers from Pennsylvania who developed and implemented integrative STEM curriculum. Four teachers from a rural high school and four teachers from a suburban high school participated in the study. A document review of integrative STEM curriculum and semi-structured interviews were conducted to learn about the curriculum development process and teachers' perceptions regarding conditions that support or hinder success. Individual and cross-case analyses were performed to establish findings and themes.
520 $a Although the individual case themes varied slightly, the cross-case themes and assertions that emerged provided highly sought after guidance to practitioners and added to the limited body of research on integrative STEM education. This study found that current curriculum models do not fit integrative STEM curriculum, the development process is fluid, and substantial administrative support and resources are necessary to develop, implement, and sustain integrative STEM education programs. The results offered implications for all educators, as well as two examples of how teachers navigated the terrain of integrative STEM curriculum.
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
650 4 $a Secondary education. $3 1179560
650 4 $a Science education. $3 1151737
650 4 $a Mathematics education. $3 1148686
655 7 $a Electronic books. $2 local $3 554714
690 $a 0727
690 $a 0533
690 $a 0714
690 $a 0280
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Delaware Valley University. $b Education. $3 1181992
773 0 $t Dissertation Abstracts International $g 79-03A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10606037 $z click for full text (PQDT)