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A Formative Evaluation of a STEM Academy at a Rural High School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Formative Evaluation of a STEM Academy at a Rural High School./
Author:	Williams, Dannie T.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	169 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28038415
ISBN:	9798617051669

A Formative Evaluation of a STEM Academy at a Rural High School.
Williams, Dannie T.

A Formative Evaluation of a STEM Academy at a Rural High School. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 169 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--North Carolina State University, 2020.

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

STEM programs in rural areas often struggle to attract and retain qualified human capital as well as engage and retain students. These challenges yield continuous calls for improvement and accountability. Previous study findings point to evaluations which are most often commissioned to satisfy accountability requirements with little thought to the value that incorporating evaluation into program design from creation throughout implementation might have on the aforementioned challenges and improving program quality. Including formative program evaluations which are "utilization-focused" throughout the program life cycle encourages adaptation to refine program development (Frechtling, 2010). The purpose of this qualitative study was to use formative evaluation methods to investigate the perceptions of administrators and educators on the best methods for supporting the development and sustainability of a fledgling STEM academy at a rural high school in the Piedmont region of North Carolina. This study builds on existing research in the fields of STEM education, program evaluation, and professional development for STEM educators. Findings were examined via content analysis methods and interpreted via constructivist theory, theory of third space, and theory of change.Findings demonstrated that the program in question suffered from a number of threats to its continued development and sustainability such as a crisis in leadership, a lack of well-articulated goals and outcomes, and a lack of grounding in the empirical research prior to launch. On this basis, it is recommended that districts with similar contexts use the theory of change model to specify goals, identify pertinent research, and formalize processes and protocols so that programs are less vulnerable to unplanned changes in leadership.

ISBN: 9798617051669Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

STEM programs

A Formative Evaluation of a STEM Academy at a Rural High School.
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500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Caye, Joanne;Hicks, Gregory;Johnson, Henry;Fusarelli, Lance.
502 $a Thesis (Ed.D.)--North Carolina State University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a STEM programs in rural areas often struggle to attract and retain qualified human capital as well as engage and retain students. These challenges yield continuous calls for improvement and accountability. Previous study findings point to evaluations which are most often commissioned to satisfy accountability requirements with little thought to the value that incorporating evaluation into program design from creation throughout implementation might have on the aforementioned challenges and improving program quality. Including formative program evaluations which are "utilization-focused" throughout the program life cycle encourages adaptation to refine program development (Frechtling, 2010). The purpose of this qualitative study was to use formative evaluation methods to investigate the perceptions of administrators and educators on the best methods for supporting the development and sustainability of a fledgling STEM academy at a rural high school in the Piedmont region of North Carolina. This study builds on existing research in the fields of STEM education, program evaluation, and professional development for STEM educators. Findings were examined via content analysis methods and interpreted via constructivist theory, theory of third space, and theory of change.Findings demonstrated that the program in question suffered from a number of threats to its continued development and sustainability such as a crisis in leadership, a lack of well-articulated goals and outcomes, and a lack of grounding in the empirical research prior to launch. On this basis, it is recommended that districts with similar contexts use the theory of change model to specify goals, identify pertinent research, and formalize processes and protocols so that programs are less vulnerable to unplanned changes in leadership.
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