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Exploring Teachers' Perceptions and Experiences of Middle School STEM Education Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Teachers' Perceptions and Experiences of Middle School STEM Education Programs./
Author:	Watkins, Shamair.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	187 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
Subject:	Middle school education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28864545
ISBN:	9798496564649

Exploring Teachers' Perceptions and Experiences of Middle School STEM Education Programs.
Watkins, Shamair.

Exploring Teachers' Perceptions and Experiences of Middle School STEM Education Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 187 p.

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ed.D.)--Brenau University, 2021.

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

The need for science, technology, engineering, and mathematics (STEM) educated workers prepared to compete in the global marketplace has led to the need for advances in STEM education. Demand for STEM-educated students and workers has increased, yet a deficit in middle school students participating in school-based STEM programs in middle school exists. This phenomenological qualitative study aimed to explore the perceptions and experiences of middle school teachers who are teaching in accredited STEM programs. More specifically, this study aimed to examine the lived experiences of middle school teachers implementing programs that provide rich STEM experiences to discover common perceptions and experiences shared by the participants and identify strategies to improve STEM programs for middle school students. A phenomenological qualitative approach was selected to extract an in-depth, rich understanding of the experience through the participants' voices. Data were collected from six middle school teachers currently implementing accredited STEM programs. The major themes that emerged from this research were Structured Support, Teacher Beliefs, and Student Factors.

ISBN: 9798496564649Subjects--Topical Terms:

969762
Middle school education.
Subjects--Index Terms:

Implementation

Exploring Teachers' Perceptions and Experiences of Middle School STEM Education Programs.
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500 $a Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
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506 $a This item must not be sold to any third party vendors.
520 $a The need for science, technology, engineering, and mathematics (STEM) educated workers prepared to compete in the global marketplace has led to the need for advances in STEM education. Demand for STEM-educated students and workers has increased, yet a deficit in middle school students participating in school-based STEM programs in middle school exists. This phenomenological qualitative study aimed to explore the perceptions and experiences of middle school teachers who are teaching in accredited STEM programs. More specifically, this study aimed to examine the lived experiences of middle school teachers implementing programs that provide rich STEM experiences to discover common perceptions and experiences shared by the participants and identify strategies to improve STEM programs for middle school students. A phenomenological qualitative approach was selected to extract an in-depth, rich understanding of the experience through the participants' voices. Data were collected from six middle school teachers currently implementing accredited STEM programs. The major themes that emerged from this research were Structured Support, Teacher Beliefs, and Student Factors.
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