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

A Content Analysis of Stem Professional Development Opportunities Offered Between 2015-2019 Among Three Top STEM Conferences in the United States.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Content Analysis of Stem Professional Development Opportunities Offered Between 2015-2019 Among Three Top STEM Conferences in the United States./
作者:	England, Meghan P.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	244 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28646006
ISBN:	9798535594385

A Content Analysis of Stem Professional Development Opportunities Offered Between 2015-2019 Among Three Top STEM Conferences in the United States.
England, Meghan P.

A Content Analysis of Stem Professional Development Opportunities Offered Between 2015-2019 Among Three Top STEM Conferences in the United States. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 244 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ph.D.)--Tennessee Technological University, 2021.

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

Although Science, Technology, Engineering, and Mathematics (STEM) education has been recognized as important for success in the 21st century (AAAS, 1989; Bryan et al., 2016; Bybee, 2013; Bybee, 2018; CoSTEM & NSTC, 2018; Moore et al., 2016; Murphy, 2011; United States Department of Education, 2016), elementary and middle school educators are often unprepared to teach STEM education (NAE & NRC, 2014). In addition, teachers' lack of expertise, content knowledge, and/or pedagogical strategies affect their own self-efficacy and affect their students' learning (Caprara et al., 2006; NAE & NRC, 2014).The National Science Teachers Association (NSTA) and the National Council of Teachers of Mathematics (NCTM) both have STEM education position statements promoting the importance of STEM education for all grade levels (NCSM & NCTM, n.d.; NSTA, 2020). A content analysis was completed on the professional development opportunities offered at three of their annual conferences over a five-year span, including: NSTA's National Conferences, NSTA's STEM Forum and Expos, and NCTM's Annual Conference to determine the percentage of STEM versus Silo STEM Professional Development (PD), the grade band focus, and the presenter level for each STEM+ opportunity.Overall, the highest percentage of STEM education opportunities were identified at NSTA's STEM Forum and Expos (75.8%), followed by NSTA's National Conferences (53.0%), and finally NCTM's Annual Conferences (21.8%). The largest grade band from K-16 with a STEM focus at NCTM's conferences were identified within Secondary Education (41.6%), while the focus at NSTA's STEM Forum was in Elementary Education (25.3%). NSTA's National Conferences had a majority in combinations between PreK-12 (33.3%). The presenter type included Exhibitors, K-12 educators, and/or higher education educators. The largest presenter type was most often identified as Exhibitors for both NSTA's National (30.8%) and STEM Forum Conferences (37.2%), while most NCTM PD sessions were offered by Higher Education (34.9%).

ISBN: 9798535594385Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Content Analysis

A Content Analysis of Stem Professional Development Opportunities Offered Between 2015-2019 Among Three Top STEM Conferences in the United States.
LDR:03344nmm a2200397 4500 001 2345581
005 20230119160025.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798535594385
035 $a (MiAaPQ)AAI28646006
035 $a AAI28646006
040 $a MiAaPQ $c MiAaPQ
100 1 $a England, Meghan P. $3 3684545
245 1 0 $a A Content Analysis of Stem Professional Development Opportunities Offered Between 2015-2019 Among Three Top STEM Conferences in the United States.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 244 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
500 $a Advisor: Anthony, Holly.
502 $a Thesis (Ph.D.)--Tennessee Technological University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Although Science, Technology, Engineering, and Mathematics (STEM) education has been recognized as important for success in the 21st century (AAAS, 1989; Bryan et al., 2016; Bybee, 2013; Bybee, 2018; CoSTEM & NSTC, 2018; Moore et al., 2016; Murphy, 2011; United States Department of Education, 2016), elementary and middle school educators are often unprepared to teach STEM education (NAE & NRC, 2014). In addition, teachers' lack of expertise, content knowledge, and/or pedagogical strategies affect their own self-efficacy and affect their students' learning (Caprara et al., 2006; NAE & NRC, 2014).The National Science Teachers Association (NSTA) and the National Council of Teachers of Mathematics (NCTM) both have STEM education position statements promoting the importance of STEM education for all grade levels (NCSM & NCTM, n.d.; NSTA, 2020). A content analysis was completed on the professional development opportunities offered at three of their annual conferences over a five-year span, including: NSTA's National Conferences, NSTA's STEM Forum and Expos, and NCTM's Annual Conference to determine the percentage of STEM versus Silo STEM Professional Development (PD), the grade band focus, and the presenter level for each STEM+ opportunity.Overall, the highest percentage of STEM education opportunities were identified at NSTA's STEM Forum and Expos (75.8%), followed by NSTA's National Conferences (53.0%), and finally NCTM's Annual Conferences (21.8%). The largest grade band from K-16 with a STEM focus at NCTM's conferences were identified within Secondary Education (41.6%), while the focus at NSTA's STEM Forum was in Elementary Education (25.3%). NSTA's National Conferences had a majority in combinations between PreK-12 (33.3%). The presenter type included Exhibitors, K-12 educators, and/or higher education educators. The largest presenter type was most often identified as Exhibitors for both NSTA's National (30.8%) and STEM Forum Conferences (37.2%), while most NCTM PD sessions were offered by Higher Education (34.9%).
590 $a School code: 0390.
650 4 $a Education. $3 516579
650 4 $a Science education. $3 521340
650 4 $a Mathematics education. $3 641129
650 4 $a Teacher education. $3 3172312
653 $a Content Analysis
653 $a Content Knowledge
653 $a Education
653 $a Professional Development
653 $a Self-Efficacy
653 $a STEM Education
690 $a 0515
690 $a 0714
690 $a 0280
690 $a 0530
710 2 $a Tennessee Technological University. $b Exceptional Learning. $3 2099276
773 0 $t Dissertations Abstracts International $g 83-03A.
790 $a 0390
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28646006