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Beyond the school day: Identifying k...

Smith, Christopher.

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Beyond the school day: Identifying key elements of effective out-of-school time STEM instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Beyond the school day: Identifying key elements of effective out-of-school time STEM instruction./
Author:	Smith, Christopher.
Description:	121 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: B.
Contained By:	Dissertation Abstracts International76-12B(E).
Subject:	Developmental psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3715400
ISBN:	9781321935332

Beyond the school day: Identifying key elements of effective out-of-school time STEM instruction.
Smith, Christopher.

Beyond the school day: Identifying key elements of effective out-of-school time STEM instruction. - 121 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: B.

Thesis (Ph.D.)--Fordham University, 2015.

Science, technology, engineering and mathematics (STEM) education has emerged as a national priority, and engaging students in STEM activities has become a key area of focus for educators. The After-School Corporation is a non-profit intermediary organization that developed a training initiative designed to increase stakeholders' interest in STEM learning activities in the after-school hours, prepare and motivate an after-school workforce to implement STEM activities, and increase students' interest in STEM learning through project-based learning. The current project used qualitative methods to explore the structures and supports that facilitate the successful delivery of STEM content in after-school settings. Interviews with leaders from ten after-school programs that participated in this training initiative and were successful with their STEM instruction were analyzed using grounded theory methodology. A model was developed that explains the key processes that helped these programs. Results indicate that goal setting and relationship-building between after-school and day school leaders were simultaneous first steps that programs used to develop a plan for STEM implementation. These processes influenced the instruction of STEM by after-school youth workers, which was supported by mentorship from the program leader, and the use of co-inquiry as an instructional technique. This instruction led to student engagement, which was facilitated by the use of hands-on, project-based activities, and influenced by parent involvement and receiving feedback from key stakeholders. Student engagement impacted the programs' future goal setting processes. The emergent model can help after-school programs enhance student engagement in these fields, and impact future STEM training models.

ISBN: 9781321935332Subjects--Topical Terms:

516948
Developmental psychology.

Beyond the school day: Identifying key elements of effective out-of-school time STEM instruction.
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500 $a Advisers: Kathleen Schiaffino; Ann Higgins D'Alessandro.
502 $a Thesis (Ph.D.)--Fordham University, 2015.
520 $a Science, technology, engineering and mathematics (STEM) education has emerged as a national priority, and engaging students in STEM activities has become a key area of focus for educators. The After-School Corporation is a non-profit intermediary organization that developed a training initiative designed to increase stakeholders' interest in STEM learning activities in the after-school hours, prepare and motivate an after-school workforce to implement STEM activities, and increase students' interest in STEM learning through project-based learning. The current project used qualitative methods to explore the structures and supports that facilitate the successful delivery of STEM content in after-school settings. Interviews with leaders from ten after-school programs that participated in this training initiative and were successful with their STEM instruction were analyzed using grounded theory methodology. A model was developed that explains the key processes that helped these programs. Results indicate that goal setting and relationship-building between after-school and day school leaders were simultaneous first steps that programs used to develop a plan for STEM implementation. These processes influenced the instruction of STEM by after-school youth workers, which was supported by mentorship from the program leader, and the use of co-inquiry as an instructional technique. This instruction led to student engagement, which was facilitated by the use of hands-on, project-based activities, and influenced by parent involvement and receiving feedback from key stakeholders. Student engagement impacted the programs' future goal setting processes. The emergent model can help after-school programs enhance student engagement in these fields, and impact future STEM training models.
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