A Problem Based Learning Project Analyzing Rubrics Used to Evaluate Elementary STEM Immersion Programs

Autor/in	Tarvin, Lynn D.
Titel	A Problem Based Learning Project Analyzing Rubrics Used to Evaluate Elementary STEM Immersion Programs
Quelle	(2017), (160 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-1623-1
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Elementary Education; Program Implementation; Teaching Methods; Scoring Rubrics; Faculty Development; Administrator Role; Program Development; Planning; Program Evaluation; Best Practices; Scores; Documentation; Alignment (Education); Problem Based Learning; Missouri; Colorado + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Elementarunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Scoring formulas; Auswertungsbogen; Programmplanung; Ablaufplanung; Planungsprozess; Programme evaluation; Programmevaluation; Dokumentation; Problem-based learning; Problemorientiertes Lernen
Abstract	In 2010, the President's Council of Advisors on Science and Technology recommended that eight hundred new STEM focused elementary and middle schools be established. Unfortunately, districts may be slow to implement STEM at the elementary level because they do not understand how to do so effectively (Zimny, 2017). School administrators need a framework for decision-making and supervisory feedback related to the process of managing these programs (Zimny, 2017). To support administrators in implementing elementary STEM immersion programs, this project explored three questions: What criteria are common among existing STEM immersion program rubrics? What criteria should be included in a comprehensive rubric for managing elementary STEM immersion programs at the district level? What do district documents show about how elementary STEM immersion programs develop, implement, and evaluate those programs? The team developed a comprehensive STEM program review instrument including criteria for effective elementary STEM curriculum and the professional development and administrative support necessary to implement such curriculum. These criteria were organized into three stages, including the planning and development of elementary STEM immersion programs, the implementation of these programs, and the evaluation of these programs after they had been implemented for a significant period of time. The team synthesized best practice indicators relevant to elementary STEM programs from existing K-12 guides, then validated those indicators against current best practice research and feedback from STEM education experts. District documents from seven elementary STEM immersion programs in Missouri and Colorado were examined using the team's rubric. Scores were higher in the areas of program planning, content alignment, and ongoing refinement of curriculum, and lower in the areas of professional development for professional skills and STEM-specific pedagogy, two-way communication with stakeholders, and data collection for program refinement. Scores were lowest for those schools with inadequate documentation of their program management processes. The team recommended districts institute a more rigorous documentation process for managing innovative programs such as STEM immersion. Communication plans should include procedures for two-way communication with all stakeholders. Data collection and refinement efforts should increase, as should professional development opportunities related to professional skills and STEM-specific pedagogy; this should include administrators. [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