東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

The Impact of STEM Education on School Culture.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of STEM Education on School Culture./
作者:	Bergh, Christie D.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	266 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28021876
ISBN:	9798662410244

The Impact of STEM Education on School Culture.
Bergh, Christie D.

The Impact of STEM Education on School Culture. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 266 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ed.D.)--Piedmont College, 2020.

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

The purpose of this qualitative case study was to identify and explain specific characteristics that contributed to school culture and increased the climate rating at a title one elementary school in Georgia that received STEM certification in 2018 and showed an increase of two points in their school climate rating in the years 2014-2018. The main research question focused on the impact STEM education has on a school culture; three sub-questions addressed the norms, goals and values, instructional practices, and organizational structures in place that impacted the overall culture of the school. Data were triangulated through interviews, observations, and collection of artifacts. Two sets of individual interviews were conducted with teachers to gain insight into their experiences and opinions of changes they observed throughout the STEM certification process. A focus group interview was conducted with the administrative team to understand the experiences of school leadership and the perceptions of the culture shift they observed. A focus group interview was conducted with non-certified staff members to gather evidence from another perspective. Observations were conducted in each teacher's classroom to provide the researcher with information on specific values, instructional practices, and structures in place. Artifacts collected provided additional information regarding organizational structures in place that led to positive transitions throughout the process. The study revealed strong relationships were built during the STEM implementation period. Teachers and students experienced a mindset shift, instructional practices promoted collaboration, and the structures provided by school leaders built a trusting, cooperative, and innovative culture.

ISBN: 9798662410244Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Collaboration

The Impact of STEM Education on School Culture.
LDR:02914nmm a2200385 4500 001 2345505
005 20230119160005.5
008 241004s2020 ||||||||||||||||| ||eng d
020 $a 9798662410244
035 $a (MiAaPQ)AAI28021876
035 $a AAI28021876
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bergh, Christie D. $3 3684460
245 1 4 $a The Impact of STEM Education on School Culture.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 266 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: McCollum, Patricia.
502 $a Thesis (Ed.D.)--Piedmont College, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this qualitative case study was to identify and explain specific characteristics that contributed to school culture and increased the climate rating at a title one elementary school in Georgia that received STEM certification in 2018 and showed an increase of two points in their school climate rating in the years 2014-2018. The main research question focused on the impact STEM education has on a school culture; three sub-questions addressed the norms, goals and values, instructional practices, and organizational structures in place that impacted the overall culture of the school. Data were triangulated through interviews, observations, and collection of artifacts. Two sets of individual interviews were conducted with teachers to gain insight into their experiences and opinions of changes they observed throughout the STEM certification process. A focus group interview was conducted with the administrative team to understand the experiences of school leadership and the perceptions of the culture shift they observed. A focus group interview was conducted with non-certified staff members to gather evidence from another perspective. Observations were conducted in each teacher's classroom to provide the researcher with information on specific values, instructional practices, and structures in place. Artifacts collected provided additional information regarding organizational structures in place that led to positive transitions throughout the process. The study revealed strong relationships were built during the STEM implementation period. Teachers and students experienced a mindset shift, instructional practices promoted collaboration, and the structures provided by school leaders built a trusting, cooperative, and innovative culture.
590 $a School code: 1668.
650 4 $a Elementary education. $3 641385
650 4 $a Educational leadership. $3 529436
650 4 $a Science education. $3 521340
653 $a Collaboration
653 $a Mindset
653 $a Problem-based learning
653 $a Relationships
653 $a School culture
653 $a STEM
690 $a 0524
690 $a 0449
690 $a 0714
710 2 $a Piedmont College. $b School of Education. $3 3185709
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 1668
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28021876