Development of Integrative STEM Curriculum: A Multiple Case Study of Multi-Disciplinary Teams in Two Pennsylvania High Schools

Autor/in	Rider-Bertrand, Joey H.
Titel	Development of Integrative STEM Curriculum: A Multiple Case Study of Multi-Disciplinary Teams in Two Pennsylvania High Schools
Quelle	(2017), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Delaware Valley University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-7317-9
Schlagwörter	Hochschulschrift; Dissertation; Secondary School Teachers; High Schools; Curriculum Development; STEM Education; Interdisciplinary Approach; Case Studies; Curriculum Implementation; Integrated Curriculum; Rural Schools; Suburban Schools; Teacher Attitudes; Semi Structured Interviews; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; Oberschule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; STEM; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Case study; Fallstudie; Case Study; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Lehrerverhalten
Abstract	At the start of the 21st century, STEM education was a new priority in many schools as the focus shifted from separate disciplines to integrative STEM education. Unfortunately, there was limited research to offer guidance to practitioners (Brown, 2012; Honey, Pearson & Schweingruber, 2014). This qualitative, multiple case study explored the experiences of two multi-disciplinary teams of secondary teachers from Pennsylvania who developed and implemented integrative STEM curriculum. Four teachers from a rural high school and four teachers from a suburban high school participated in the study. A document review of integrative STEM curriculum and semi-structured interviews were conducted to learn about the curriculum development process and teachers' perceptions regarding conditions that support or hinder success. Individual and cross-case analyses were performed to establish findings and themes. Although the individual case themes varied slightly, the cross-case themes and assertions that emerged provided highly sought after guidance to practitioners and added to the limited body of research on integrative STEM education. This study found that current curriculum models do not fit integrative STEM curriculum, the development process is fluid, and substantial administrative support and resources are necessary to develop, implement, and sustain integrative STEM education programs. The results offered implications for all educators, as well as two examples of how teachers navigated the terrain of integrative STEM curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01