STEM Integration: A Case Study of a 21st Century Skills Professional Development Program for Math and Science Teachers in an Urban School

Autor/in	Tawiah, Rochelle Athanesia James
Titel	STEM Integration: A Case Study of a 21st Century Skills Professional Development Program for Math and Science Teachers in an Urban School
Quelle	(2015), (129 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Faculty Development; Mathematics Teachers; Science Teachers; Urban Schools; 21st Century Skills; Teacher Attitudes; Middle School Teachers; Summer Programs; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Sommerkurs
Abstract	Using the P21 21st Century Learner Skills Framework, this study set out to explore how professional development for math and science teachers influenced their lessons in 21st Century Learning Skills and how these skills may have aided in the integration of STEM. Using surveys, interviews and observations as the data source, the study examined teacher perceptions, from three math and science teachers at an urban middle school, on the 3-week summer professional development and follow up sessions throughout the school year, they have received in 21st century learning skills and STEM. Findings from this study indicate that study participants believed that the professional development they received has changed their pedagogy to some capacity. Implementation of collaboration and communication skills were evident throughout all data sources. However, improvement of the professional development model is needed in more explicit training in project based learning, inquiry based instruction, professional learning communities and the overall pacing of the professional development calendar and agenda. This study illustrates common themes that may affect the effectiveness of professional development in 21st century learning skills and STEM integration for math and science teachers and will contribute to future research for professional development delivery models in these areas. [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