東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Effect of Out-of-School Time STEM Ed...

Talbot, Harry A.

Linked to FindBook

Google Book

Amazon

博客來

Effect of Out-of-School Time STEM Education Programs: Implications for Policy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effect of Out-of-School Time STEM Education Programs: Implications for Policy./
Author:	Talbot, Harry A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	162 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
Subject:	Education policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3668390
ISBN:	9781321434408

Effect of Out-of-School Time STEM Education Programs: Implications for Policy.
Talbot, Harry A.

Effect of Out-of-School Time STEM Education Programs: Implications for Policy. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 162 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ed.D.)--California Lutheran University, 2014.

Today's world requires greater STEM knowledge for employment and understanding of emerging issues. A predicted 3 million jobs will be created in STEM-related fields but the percentage of earned STEM-related degrees is diminishing. A lack of progress in STEM education for American students is most pronounced among females who make up 48% of the workforce and 24% of STEM employees. A lack of STEM interest among students is compounded by limited time in the school day for STEM topics, lack of teacher confidence in teaching STEM, and a lack of professional development.

ISBN: 9781321434408Subjects--Topical Terms:

2191387
Education policy.

Effect of Out-of-School Time STEM Education Programs: Implications for Policy.
LDR:03412nmm a2200361 4500 001 2128235
005 20180105074636.5
008 180830s2014 ||||||||||||||||| ||eng d
020 $a 9781321434408
035 $a (MiAaPQ)AAI3668390
035 $a AAI3668390
040 $a MiAaPQ $c MiAaPQ
100 1 $a Talbot, Harry A. $3 3290403
245 1 0 $a Effect of Out-of-School Time STEM Education Programs: Implications for Policy.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 162 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
500 $a Adviser: Michael McCambridge.
502 $a Thesis (Ed.D.)--California Lutheran University, 2014.
520 $a Today's world requires greater STEM knowledge for employment and understanding of emerging issues. A predicted 3 million jobs will be created in STEM-related fields but the percentage of earned STEM-related degrees is diminishing. A lack of progress in STEM education for American students is most pronounced among females who make up 48% of the workforce and 24% of STEM employees. A lack of STEM interest among students is compounded by limited time in the school day for STEM topics, lack of teacher confidence in teaching STEM, and a lack of professional development.
520 $a This study examines the impact of Out-of-School-Time (OST) programs on knowledge acquisition and attitudes toward STEM topics by gender. Program content was delivered by undergraduate pre-teacher candidates and undergraduate STEM majors, using a structured, hands-on engineering program developed for the National Aeronautics and Space Administration (NASA). Monthly professional development was provided to OST staff by NASA content specialists and instructors from Fresno State University. A repeated-measures design analyzed group differences across three points in time: prior to the start of instruction (pretest), immediately following the end of instruction (posttest), and 60 days following (post posttest). A within-group comparison measured posttest and post-post-test changes for each gender. Program students included in the study participated for at least 12 of the 24 program hours offered and completed all three assessments.
520 $a The findings showed that STEM knowledge acquisition advanced at similar levels for both genders. These results were consistent with the existing research. Findings related to attitudes toward STEM topics showed that female students did not change over time but males students' interest lessened over time. These findings did not support the current research in this area.
520 $a Recommendations for practice include developing programs that focus on gender differentiated learning styles, linking pre-service teachers with undergraduate STEM majors in the delivery of OST STEM content and skill development, and creating an environment that links the regular day school programs, OST programs, family, media,and cultural institutions to support STEM education. Universities should also play a leading role in the training of future teachers and STEM-field practitioners.
590 $a School code: 6440.
650 4 $a Education policy. $3 2191387
650 4 $a Science education. $3 521340
650 4 $a Secondary education. $3 2122779
650 4 $a Mathematics education. $3 641129
650 4 $a Educational leadership. $3 529436
690 $a 0458
690 $a 0714
690 $a 0533
690 $a 0280
690 $a 0449
710 2 $a California Lutheran University. $b Educational Leadership. $3 1026400
773 0 $t Dissertation Abstracts International $g 76-05A(E).
790 $a 6440
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3668390