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STEM: Integrative instructional stra...

Banks, Carolyn McClennahan.

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STEM: Integrative instructional strategies used by effective teachers in North Carolina.

Record Type:	Electronic resources : Monograph/item
Title/Author:	STEM: Integrative instructional strategies used by effective teachers in North Carolina./
Author:	Banks, Carolyn McClennahan.
Description:	204 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589233
ISBN:	9781303277191

STEM: Integrative instructional strategies used by effective teachers in North Carolina.
Banks, Carolyn McClennahan.

STEM: Integrative instructional strategies used by effective teachers in North Carolina. - 204 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

This item must not be sold to any third party vendors.

There is currently a focus on the use of science, technology, engineering, and mathematics (STEM) education as a catalyst for change from the traditional approach to education in the United States. School administrators, teachers, and government officials are concerned about the need to motivate and inspire students to stay in school and prepare for college and the workforce. Five National Board Certified technology education teachers in North Carolina participated in this qualitative case study, which included a questionnaire, a face-to-face opened-ended interview, and a review of documents. The study produced rich data that helped to answer the three research questions. Themes evolved after the data was examined and coded with the help of an Excel spreadsheet. Constructivism learning theory was the underlying concept that helped with the understanding of the need to use STEM integrative instructional strategies to improve education and equip students with the knowledge and skills they need to be productive citizens. An exploration of STEM integrative instructional strategies used in the 6-12 classrooms revealed that teachers in North Carolina use many strategies in their teaching that included project-based, problem-solving, and collaboration learning activities. The study also revealed that the teachers preferred whole class instruction over module labs. The case study explored how effective teachers use STEM integrative instructional strategies to promote learning. The study also revealed that the teachers wanted their students to be engaged in learning that promoted technology literacy, environmental issues, and global awareness. Professional development for the teachers included the use of professional publications, attending conferences, and participating in grant programs sponsored by universities education partners. The teacher use hooks, tickets in the door and Voki (talking animated Avatars) to introduce exciting lessons. The lifelong learners shared their professional experiences in using STEM integration in their classrooms. In addition, teachers shared what they do in their classrooms to promote learning and prepare their students to be career and college ready. Finally, implications for this study include research that has added to the body of scientific knowledge for STEM education and provided insight into best practices in STEM education that will benefit all students.

ISBN: 9781303277191Subjects--Topical Terms:

3172279
Instructional design.

STEM: Integrative instructional strategies used by effective teachers in North Carolina.
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500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Sheldon Pride.
502 $a Thesis (Ph.D.)--Capella University, 2013.
506 $a This item must not be sold to any third party vendors.
520 $a There is currently a focus on the use of science, technology, engineering, and mathematics (STEM) education as a catalyst for change from the traditional approach to education in the United States. School administrators, teachers, and government officials are concerned about the need to motivate and inspire students to stay in school and prepare for college and the workforce. Five National Board Certified technology education teachers in North Carolina participated in this qualitative case study, which included a questionnaire, a face-to-face opened-ended interview, and a review of documents. The study produced rich data that helped to answer the three research questions. Themes evolved after the data was examined and coded with the help of an Excel spreadsheet. Constructivism learning theory was the underlying concept that helped with the understanding of the need to use STEM integrative instructional strategies to improve education and equip students with the knowledge and skills they need to be productive citizens. An exploration of STEM integrative instructional strategies used in the 6-12 classrooms revealed that teachers in North Carolina use many strategies in their teaching that included project-based, problem-solving, and collaboration learning activities. The study also revealed that the teachers preferred whole class instruction over module labs. The case study explored how effective teachers use STEM integrative instructional strategies to promote learning. The study also revealed that the teachers wanted their students to be engaged in learning that promoted technology literacy, environmental issues, and global awareness. Professional development for the teachers included the use of professional publications, attending conferences, and participating in grant programs sponsored by universities education partners. The teacher use hooks, tickets in the door and Voki (talking animated Avatars) to introduce exciting lessons. The lifelong learners shared their professional experiences in using STEM integration in their classrooms. In addition, teachers shared what they do in their classrooms to promote learning and prepare their students to be career and college ready. Finally, implications for this study include research that has added to the body of scientific knowledge for STEM education and provided insight into best practices in STEM education that will benefit all students.
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