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STEM after school programming: The e...

Ashford, Vanessa Dale.

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STEM after school programming: The effect on student achievement and attitude.

Record Type:	Electronic resources : Monograph/item
Title/Author:	STEM after school programming: The effect on student achievement and attitude./
Author:	Ashford, Vanessa Dale.
Description:	72 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10106007
ISBN:	9781339694580

STEM after school programming: The effect on student achievement and attitude.
Ashford, Vanessa Dale.

STEM after school programming: The effect on student achievement and attitude. - 72 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ed.D.)--Wingate University, 2016.

Science, technology, engineering and math (STEM) curriculum has become a major component in to 21st century teaching and learning. STEM skills and STEM careers are in demand globally. Disadvantaged and minority students continue to have an achievement gap in STEM classes. They do not perform well in elementary and middle school and frequently do not pursue STEM-based studies in high school or careers in the field.

ISBN: 9781339694580Subjects--Topical Terms:

521340
Science education.

STEM after school programming: The effect on student achievement and attitude.
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020 $a 9781339694580
035 $a (MiAaPQ)AAI10106007
035 $a AAI10106007
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100 1 $a Ashford, Vanessa Dale. $3 3191967
245 1 0 $a STEM after school programming: The effect on student achievement and attitude.
300 $a 72 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Advisers: Christopher I. Cobitz; Cynthia Compton.
502 $a Thesis (Ed.D.)--Wingate University, 2016.
520 $a Science, technology, engineering and math (STEM) curriculum has become a major component in to 21st century teaching and learning. STEM skills and STEM careers are in demand globally. Disadvantaged and minority students continue to have an achievement gap in STEM classes. They do not perform well in elementary and middle school and frequently do not pursue STEM-based studies in high school or careers in the field.
520 $a One innovation in STEM education is after-school programming to increase student interest, attitudes, and achievement. This mixed-methods study examines the Discovery Place After-School STEM Program to compare the achievement levels of participants to non-participants in the program and provides recommendations for STEM after-school programming across the district. As part of the study, teachers were interviewed to examine attitudes and perceptions about the program.
520 $a This study was conducted at an elementary school in a large urban school district in the southeastern United States which has a unique STEM-based after-school program. Student performance data indicated a significant difference in achievement between participants and non-participants in the program as measured by fifth grade science End-of-Grade test. Data from the seven units of study in the program showed significant achievement for three of the seven units.
590 $a School code: 1650.
650 4 $a Science education. $3 521340
650 4 $a Mathematics education. $3 641129
690 $a 0714
690 $a 0280
710 2 $a Wingate University. $b Educational Leadership. $3 3169459
773 0 $t Dissertation Abstracts International $g 77-09A(E).
790 $a 1650
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10106007