STEM Teacher Agency: A Case Study of Initiating and Implementing Curricular Reform

Autor/in	Balgopal, Meena M.
Titel	STEM Teacher Agency: A Case Study of Initiating and Implementing Curricular Reform
Quelle	In: Science Education, 104 (2020) 4, S.762-785 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Balgopal, Meena M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21578
Schlagwörter	STEM Education; Teacher Empowerment; Case Studies; Educational Change; Curriculum Implementation; Curriculum Development; Teacher Collaboration; Interdisciplinary Approach; Noncollege Bound Students; Geometry; Mathematics Instruction; High School Teachers; Teacher Attitudes; Engineering Education + Suchen Sie Ihr Suchwort? STEM; Case study; Fallstudie; Case Study; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerkooperation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Geometrie; Mathematics lessons; Mathematikunterricht; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ingenieurausbildung
Abstract	Most science curricular reform efforts are designed by administrators or science education experts. It is less common for teachers to work collaboratively across disciplines to create, implement, and disseminate an integrated STEM curriculum developed for noncollege-bound students that ended up being popular across student populations at the school. The integrated Geometry in Construction curriculum was developed 12 years ago and has since been adopted by over 425 schools across the United States. This intrinsic case study describes the experiences and perceptions of two high school teachers (one in mathematics and one in industrial science/engineering) as they achieved agency to initiate a deep and sustained reform effort. Drawing on the theory of teacher agency, the factors motivating the teachers to enact their beliefs about students and teaching are described. As a result of increased professional agency (driven by professional discontentment, willingness to take risks, and encouragement by mentors), these two teachers (a) cogenerated integrated engineering-math curriculum with one another and their students and (b) addressed the needs of their community for affordable housing. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01