The Examination of a Pullout STEM Program for Urban Upper Elementary Students

Autor/inn/en	Dickerson, Daniel L.; Eckhoff, Angela; Stewart, Craig O.; Chappell, Shanan; Hathcock, Stephanie
Titel	The Examination of a Pullout STEM Program for Urban Upper Elementary Students
Quelle	In: Research in Science Education, 44 (2014) 3, S.483-506 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-013-9387-5
Schlagwörter	Urban Schools; Elementary School Students; Achievement Gap; Standardized Tests; Scores; African American Students; White Students; STEM Education; Reading Achievement; Mathematics Achievement; Mixed Methods Research; Ethnicity; Socioeconomic Status; Student Attitudes; Career Choice; Likert Scales; Semantic Differential; Pretests Posttests; Career Education; Social Studies; Scheduling; Case Studies + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Standadised tests; Standardisierter Test; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; STEM; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ethnizität; Socio-economic status; Sozioökonomischer Status; Schülerverhalten; Likert-Skala; Arbeitslehre; Gemeinschaftskunde; Disposition; Case study; Fallstudie; Case Study
Abstract	The purpose of this study is to determine whether a pullout STEM program (STARBASE) makes reading and math scores decrease and examine its impact on urban fourth, fifth, and sixth grade students' attitudes and perceptions regarding STEM education and careers. We employed a mixed-methods, case study approach that involved two published and one indigenous instrument composed of Likert scales, semantic differential scales, and open-ended items, along with structured interviews. Results indicate that it is possible for reading, math, and social studies scores to be unaffected when implementing a STEM pullout program, as adjusted trends (for ethnicity and socioeconomic status) are not statistically different from those of non-STARBASE school divisions in the area. Additionally, the Black/White achievement gap, as measured by standardized test scores, was substantially closed over the last decade within STARBASE schools. Quantitative measures revealed few differences in student attitudes from pre- to posttest. Student qualitative responses were overwhelmingly positive. Students wanted more STARBASE time in the regular school year. Students, particularly Black students, also wanted an increase in career education opportunities. Implications regarding curricular changes aimed at STEM education and model adoption are addressed. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10