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The Role of STEM Teaching Practices : = Finding Teacher Consensus in New Mexico Public Schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Role of STEM Teaching Practices :/
Reminder of title:	Finding Teacher Consensus in New Mexico Public Schools.
Author:	Murmer, Mark.
Description:	1 online resource (155 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
Contained By:	Dissertations Abstracts International84-08A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29995490click for full text (PQDT)
ISBN:	9798374405187

The Role of STEM Teaching Practices : = Finding Teacher Consensus in New Mexico Public Schools.
Murmer, Mark.

The Role of STEM Teaching Practices :Finding Teacher Consensus in New Mexico Public Schools. - 1 online resource (155 pages)

Source: Dissertations Abstracts International, Volume: 84-08, Section: A.

Thesis (Ph.D.)--New Mexico State University, 2022.

Includes bibliographical references

STEM education awareness, advocacy and literacy are paramount to the nation's global competitiveness, innovation, and security. Technology will be the vanguard of the 21st century and the effectiveness of STEM education will determine if we can solve real-world problems such as maintaining national defense, protecting the environment, medicine, food production, economy, and renewable energy. Hence, STEM education needs to be reinforced and integrated into the K-12 curriculum to generate future scientists, engineers, and mathematicians who will create new industries and ideas. Today, we need teachers to be professionally trained and supported to carry out STEM education in the classroom and create STEM-capable, proficient citizens for the next generation.This qualitative-case study involved interviewing three New Mexican teachers from STEM-CTE, traditional, and STEM-inclusive schools. Their responses to questions regarding STEM education analyzed how they could enhance standardized math scores, as well as their overall opinion, experience, and comprehension of STEM resources. In addition, the participants were asked how STEM education is implemented in their classrooms. The results included major themes from participants that were categorized, and a Venn diagram was created. Intersections of similar themes were observed and analyzed regarding teacher priorities and ideas involving STEM education, professional development, teaching practices, and administration leadership.The study showed what a positive impact STEM education could provide teachers and students, but acknowledged administration bias of math standardized scores, grades, and the mediocre impact of professional development. The participants advocated the use of STEM education and teaching practices in their classroom, but no added benefits to math standardized scores were observed. Finally, certified STEM-based professional development is warranted to achieve enhanced STEM advocacy, literacy, and comprehension for all actors.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798374405187Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Problem-based learningIndex Terms--Genre/Form:

542853
Electronic books.

The Role of STEM Teaching Practices : = Finding Teacher Consensus in New Mexico Public Schools.
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504 $a Includes bibliographical references
520 $a STEM education awareness, advocacy and literacy are paramount to the nation's global competitiveness, innovation, and security. Technology will be the vanguard of the 21st century and the effectiveness of STEM education will determine if we can solve real-world problems such as maintaining national defense, protecting the environment, medicine, food production, economy, and renewable energy. Hence, STEM education needs to be reinforced and integrated into the K-12 curriculum to generate future scientists, engineers, and mathematicians who will create new industries and ideas. Today, we need teachers to be professionally trained and supported to carry out STEM education in the classroom and create STEM-capable, proficient citizens for the next generation.This qualitative-case study involved interviewing three New Mexican teachers from STEM-CTE, traditional, and STEM-inclusive schools. Their responses to questions regarding STEM education analyzed how they could enhance standardized math scores, as well as their overall opinion, experience, and comprehension of STEM resources. In addition, the participants were asked how STEM education is implemented in their classrooms. The results included major themes from participants that were categorized, and a Venn diagram was created. Intersections of similar themes were observed and analyzed regarding teacher priorities and ideas involving STEM education, professional development, teaching practices, and administration leadership.The study showed what a positive impact STEM education could provide teachers and students, but acknowledged administration bias of math standardized scores, grades, and the mediocre impact of professional development. The participants advocated the use of STEM education and teaching practices in their classroom, but no added benefits to math standardized scores were observed. Finally, certified STEM-based professional development is warranted to achieve enhanced STEM advocacy, literacy, and comprehension for all actors.
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