subject:(STEM education)

University of Minnesota

1. Kim, Justine. Creating Equitable STEM Access: Models of moving from theory to practice.

Degree: PhD, Education, Curriculum and Instruction, 2019, University of Minnesota

URL: http://hdl.handle.net/11299/209092

► My 3-paper dissertation is an extension of my own teaching experience. I became an elementary science specialist around the time that the Next Generation Science… (more)

▼ My 3-paper dissertation is an extension of my own teaching experience. I became an elementary science specialist around the time that the Next Generation Science Standards (NGSS Lead States, 2013) were being created and a noticeable shift in science teacher literature and research occurred because of the inclusion of engineering and the push toward integrated science, technology, engineering, and mathematics (STEM) (Koehler, Binns, & Bloom, 2015; Roehrig, Johnson, Moore, &Bryan, 2015). While STEM education continues to receive funding and endorsements from government sources (Herschbach, 2011), the impact in K-12 schools remains limited. Atkinson and Mayo (2010) press that the issue around STEM education then is not “a lack of political will in Washington and state capitals, but a lack of the right approach to the problem” (p. 7). The three papers that comprise my dissertation explore approaches that are based on praxis between the existing literature surrounding STEM education and the practice of STEM. Like Atkinson and Mayo (2010), I believe that we need to reimagine our approach on integrating STEM in K-12 spaces, focusing on pressing realities that teachers work within each day. Each of the three papers that make up my dissertation address this issue in from a unique approach. Paper 1, titled Using Models of Integrated Curriculum to Describe Enacted STEM Learning when Prescribed Standardized Curricula was Present, addresses the challenge of prescribed standardized curriculum when implementing new integrated approaches to teaching and learning. Standardized curriculum is a rising trend in public education, but this study also found it to be a barrier to STEM integration. In this paper, models of integration that teachers used to integrate STEM when under the restriction of using a prescribed standardized curriculum are identified and described. Paper 2, titled A Teacher and Researcher’s Reflection on the Aspects of an Effective School-University Partnership, is based in a university-school partnership created to promote integrated STEM programming in urban middle schools. This study investigated how school-university partnerships can be an effective vehicle for STEM integration in schools. This paper details the working relationship and how an effective STEM partnership was implemented through co-created narrative inquiry from the lens of both the researcher and teacher leader. It also gives recommendations for those who are entering into partnership spaces in the future. Paper 3, titled What do Elementary Teachers need to integrate STEM? was an exploratory study to determine what factors elementary teachers in schools with STEM programming identified as being important to STEM integration. A statewide survey was sent out to self-identified schools STEM schools that asked elementary teachers to identify what factors they believed were important to integrate STEM. As elementary teachers are not well-prepared to teach STEM (Goodnough, Pelch, & Stordy, 2014), it is important to understand…

Subjects/Keywords: STEM Education

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APA (6^th Edition):

Kim, J. (2019). Creating Equitable STEM Access: Models of moving from theory to practice. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/209092

Chicago Manual of Style (16^th Edition):

Kim, Justine. “Creating Equitable STEM Access: Models of moving from theory to practice.” 2019. Doctoral Dissertation, University of Minnesota. Accessed March 03, 2021. http://hdl.handle.net/11299/209092.

MLA Handbook (7^th Edition):

Kim, Justine. “Creating Equitable STEM Access: Models of moving from theory to practice.” 2019. Web. 03 Mar 2021.

Vancouver:

Kim J. Creating Equitable STEM Access: Models of moving from theory to practice. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/11299/209092.

Council of Science Editors:

Kim J. Creating Equitable STEM Access: Models of moving from theory to practice. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/209092

University of Houston

2. Aul, Adrienne Elizabeth. A PROGRAM EVALUATION OF A STEM SUMMER PROGRAM FOR MIDDLE GRADE STUDENTS AND THE INFLUENCE ON ATTITUDES TOWARD STEM AND STEM CAREERS.

Degree: EdD, Professional Leadership, Education, 2020, University of Houston

URL: http://hdl.handle.net/10657/7287

► Background: Informal learning environments that focus on science, technology, engineering, and mathematics (STEM) provide students the opportunity to delve into hands-on problem-solving approaches in STEM… (more)

▼ Background: Informal learning environments that focus on science, technology, engineering, and mathematics (STEM) provide students the opportunity to delve into hands-on problem-solving approaches in STEM disciplines, exploring in-depth areas and spending time not often available in classrooms throughout the academic year. Research shows that students’ interest in STEM as a career is determined by the time they are in eighth grade. Thus, programs have emerged to provide students an opportunity to cultivate an interest in STEM at a young age. Attending a STEM summer program is one such way to cultivate interest. Purpose: This program evaluation investigated how participation in a weeklong STEM summer program influenced sixth, seventh, and eighth grade students’ interest in STEM disciplines and in STEM careers. The program, named Investigations in Mathematics and Science (iMAS) Academy, was led by university faculty members and sponsored by a STEM Research and Learning Center at a university in East Texas. The study addressed the following questions: 1) To what extent does participating in iMAS Academy influence sixth, seventh, and eighth grade students’ attitude toward STEM disciplines?, and 2) To what extent does participating in iMAS Academy influence sixth, seventh, and eighth grade students’ interest in STEM careers? Methods: This evaluation used a Likert scale survey with additional open-response items to capture participants’ interest in STEM disciplines and STEM careers before and after attending iMAS Academy. Fifty-nine students entering grades six, seven, and eight, from 22 public and private elementary and middle schools and four homeschooled participants attended iMAS Academy. The inquiry-based modules presented during iMAS Academy exposed students to chemistry, computer science, engineering-physics, and geology topics. Quantitative data was analyzed through the StatXact software, using chi-square analysis for aggregated categorical data and McNemar’s Test for individual student response trends. Qualitative data was used to enhance the quantitative findings. Results: These analyses revealed that students’ attitudes and interest in STEM and STEM careers did not change enough from the pre-surveys to the post-surveys to be statistically significant. However, qualitative data showed 10% of students changed their future career choice to a STEM career at the end of iMAS Academy, and overall, after participation in iMAS Academy students were more interested in STEM fields and STEM careers. Advisors/Committee Members: Chauvot, Jennifer (advisor), Burris, Justin (committee member), Cutler, Carrie (committee member), Li, Miao (committee member).

Subjects/Keywords: STEM; Education

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APA (6^th Edition):

Aul, A. E. (2020). A PROGRAM EVALUATION OF A STEM SUMMER PROGRAM FOR MIDDLE GRADE STUDENTS AND THE INFLUENCE ON ATTITUDES TOWARD STEM AND STEM CAREERS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/7287

Chicago Manual of Style (16^th Edition):

Aul, Adrienne Elizabeth. “A PROGRAM EVALUATION OF A STEM SUMMER PROGRAM FOR MIDDLE GRADE STUDENTS AND THE INFLUENCE ON ATTITUDES TOWARD STEM AND STEM CAREERS.” 2020. Doctoral Dissertation, University of Houston. Accessed March 03, 2021. http://hdl.handle.net/10657/7287.

MLA Handbook (7^th Edition):

Aul, Adrienne Elizabeth. “A PROGRAM EVALUATION OF A STEM SUMMER PROGRAM FOR MIDDLE GRADE STUDENTS AND THE INFLUENCE ON ATTITUDES TOWARD STEM AND STEM CAREERS.” 2020. Web. 03 Mar 2021.

Vancouver:

Aul AE. A PROGRAM EVALUATION OF A STEM SUMMER PROGRAM FOR MIDDLE GRADE STUDENTS AND THE INFLUENCE ON ATTITUDES TOWARD STEM AND STEM CAREERS. [Internet] [Doctoral dissertation]. University of Houston; 2020. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/10657/7287.

Council of Science Editors:

Aul AE. A PROGRAM EVALUATION OF A STEM SUMMER PROGRAM FOR MIDDLE GRADE STUDENTS AND THE INFLUENCE ON ATTITUDES TOWARD STEM AND STEM CAREERS. [Doctoral Dissertation]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/7287

Clemson University

3. White, Christopher. The Creation and Validation of an Instrument to Measure School STEM Culture.

Degree: PhD, Curriculum and Instruction, 2015, Clemson University

URL: https://tigerprints.clemson.edu/all_dissertations/1584

► Although current research exists on school culture, there is a gap in the literature on specialized aspects of culture such as STEM Culture defined as… (more)

Subjects/Keywords: School Culture; STEM Culture; STEM Education; Education

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APA (6^th Edition):

White, C. (2015). The Creation and Validation of an Instrument to Measure School STEM Culture. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1584

Chicago Manual of Style (16^th Edition):

White, Christopher. “The Creation and Validation of an Instrument to Measure School STEM Culture.” 2015. Doctoral Dissertation, Clemson University. Accessed March 03, 2021. https://tigerprints.clemson.edu/all_dissertations/1584.

MLA Handbook (7^th Edition):

White, Christopher. “The Creation and Validation of an Instrument to Measure School STEM Culture.” 2015. Web. 03 Mar 2021.

Vancouver:

White C. The Creation and Validation of an Instrument to Measure School STEM Culture. [Internet] [Doctoral dissertation]. Clemson University; 2015. [cited 2021 Mar 03]. Available from: https://tigerprints.clemson.edu/all_dissertations/1584.

Council of Science Editors:

White C. The Creation and Validation of an Instrument to Measure School STEM Culture. [Doctoral Dissertation]. Clemson University; 2015. Available from: https://tigerprints.clemson.edu/all_dissertations/1584

University of New Mexico

4. Vargas, Martha Jo. Sharing Science: A Study on the Effects of Informal Science Education Outreach with Elementary Students.

Degree: UNM Biology Department, 2012, University of New Mexico

URL: https://digitalrepository.unm.edu/biol_etds/118

► Science education reform has prompted scientists, engineers, and politicians alike to act on the growing need for improved educational programs in the STEM fields. Informal… (more)

Subjects/Keywords: Science education; STEM; Informal education

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APA (6^th Edition):

Vargas, M. J. (2012). Sharing Science: A Study on the Effects of Informal Science Education Outreach with Elementary Students. (Masters Thesis). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/biol_etds/118

Chicago Manual of Style (16^th Edition):

Vargas, Martha Jo. “Sharing Science: A Study on the Effects of Informal Science Education Outreach with Elementary Students.” 2012. Masters Thesis, University of New Mexico. Accessed March 03, 2021. https://digitalrepository.unm.edu/biol_etds/118.

MLA Handbook (7^th Edition):

Vargas, Martha Jo. “Sharing Science: A Study on the Effects of Informal Science Education Outreach with Elementary Students.” 2012. Web. 03 Mar 2021.

Vancouver:

Vargas MJ. Sharing Science: A Study on the Effects of Informal Science Education Outreach with Elementary Students. [Internet] [Masters thesis]. University of New Mexico; 2012. [cited 2021 Mar 03]. Available from: https://digitalrepository.unm.edu/biol_etds/118.

Council of Science Editors:

Vargas MJ. Sharing Science: A Study on the Effects of Informal Science Education Outreach with Elementary Students. [Masters Thesis]. University of New Mexico; 2012. Available from: https://digitalrepository.unm.edu/biol_etds/118

University of Minnesota

5. Crotty, Elizabeth. Understanding the Ways in Which Teacher Leadership Teams Influence STEM Integration in Emerging STEM Schools.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

URL: http://hdl.handle.net/11299/200211

► Recent national reports (e.g., Carnegie Corporation 2009; National Research Council 2012a) call for increased attention to Science, Technology, Engineering, and Mathematics (STEM) education to better… (more)

Subjects/Keywords: Emerging STEM Schools; STEM Education; Teacher Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Crotty, E. (2018). Understanding the Ways in Which Teacher Leadership Teams Influence STEM Integration in Emerging STEM Schools. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/200211

Chicago Manual of Style (16^th Edition):

Crotty, Elizabeth. “Understanding the Ways in Which Teacher Leadership Teams Influence STEM Integration in Emerging STEM Schools.” 2018. Doctoral Dissertation, University of Minnesota. Accessed March 03, 2021. http://hdl.handle.net/11299/200211.

MLA Handbook (7^th Edition):

Crotty, Elizabeth. “Understanding the Ways in Which Teacher Leadership Teams Influence STEM Integration in Emerging STEM Schools.” 2018. Web. 03 Mar 2021.

Vancouver:

Crotty E. Understanding the Ways in Which Teacher Leadership Teams Influence STEM Integration in Emerging STEM Schools. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/11299/200211.

Council of Science Editors:

Crotty E. Understanding the Ways in Which Teacher Leadership Teams Influence STEM Integration in Emerging STEM Schools. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/200211

University of Texas – Austin

6. -5908-4649. STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype.

Degree: MA, Science, technology, engineering, and mathematics (STEM) education, 2018, University of Texas – Austin

URL: http://hdl.handle.net/2152/72750

► Women and STEM need each other. Women can benefit from stable, well-paying STEM careers. STEM industries can benefit from increased numbers of STEM graduates and… (more)

Subjects/Keywords: STEM; Education; Gender; Narrative; STEM interest; Women and STEM; Girls and STEM; Teaching STEM; Teaching STEM to girls; K-12 STEM; High school STEM; STEM for girls

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APA (6^th Edition):

-5908-4649. (2018). STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/72750

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-5908-4649. “STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype.” 2018. Masters Thesis, University of Texas – Austin. Accessed March 03, 2021. http://hdl.handle.net/2152/72750.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-5908-4649. “STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype.” 2018. Web. 03 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-5908-4649. STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype. [Internet] [Masters thesis]. University of Texas – Austin; 2018. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/2152/72750.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-5908-4649. STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype. [Masters Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/72750

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of North Texas

7. Briones, San Juanita G. Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms.

Degree: 2019, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc1538641/

► The purpose of this study was to determine if students with special needs participating in an inclusive classroom can learn the skills related to a… (more)

Subjects/Keywords: STEM education; special needs; STEM careers; STEM interest

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APA (6^th Edition):

Briones, S. J. G. (2019). Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1538641/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Briones, San Juanita G. “Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms.” 2019. Thesis, University of North Texas. Accessed March 03, 2021. https://digital.library.unt.edu/ark:/67531/metadc1538641/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Briones, San Juanita G. “Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms.” 2019. Web. 03 Mar 2021.

Vancouver:

Briones SJG. Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms. [Internet] [Thesis]. University of North Texas; 2019. [cited 2021 Mar 03]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538641/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Briones SJG. Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538641/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Appianing, Joseph. Using The Expectancy-Value Theory To Understand Why Women Persist Or Leave Collegiate Stem Programs: A Mixed Methods Study.

Degree: PhD, Teaching & Learning, 2017, University of North Dakota

URL: https://commons.und.edu/theses/2096

► Concerns have been raised about the ability of the U.S. to maintain its global technological competitive advantage in the future because of American college… (more)

▼ Concerns have been raised about the ability of the U.S. to maintain its global technological competitive advantage in the future because of American college students’ attitudes—particularly women—toward STEM programs and careers (Chen, 2013; Ehrenberg, 2010; Palmer & Wood, 2013). Many female students graduate from high school academically well-prepared to pursue STEM majors, and many choose to pursue STEM majors in college, yet many also leave those majors (Chen, 2015; Hill, Corbett, & Rose, 2010). Theories such as perceived value and expectations for success (Eccles et al., 1983), self-efficacy (Bandura, 1977, 1986), and self-determination (Deci & Ryan, 1985) have been advanced as a way to understand this phenomenon. The main purpose of this study was to examine the reason that women persist in or switch from STEM majors and to examine how they differ in their reasons for their decisions. This study adopted Eccles et al.’s expectancy-value theory of achievement motivation as the theoretical framework and used an explanatory-sequential mixed-methods research design (QUAN→qual=explain results). Three hundred and fifty-six individuals from a large Midwestern research university took part in an online survey during the quantitative portion of this study, and 9 were invited to participate in follow-up focus group interviews. Findings indicate that participants were influenced to persist or switch from STEM programs because of a variety of academic and institutional, career, financial, social, and psychological factors, with the latter appearing to be the most important factors. The majority of those who left STEM majors (“switchers”) did so during the first 2 years of college. The quantitative results revealed that those who stayed in STEM programs (“persisters”) placed higher value on STEM fields, had higher expectations for success in STEM careers, and scored higher on the perceived success in STEM courses subscale than their STEM switcher counterparts. Perceived success in STEM courses and perceived value of STEM fields predicted expectations for success in STEM careers. Findings are discussed in light of Eccles et al.’s (1983) expectancy-value theory and practical implications of the study are discussed. Advisors/Committee Members: Richard V. Eck.

Subjects/Keywords: EXPECTANCY-VALUE MODEL; HIGHER EDUCATION; STEM; STEM PERSISTERS; STEM SWITCHERS; WOMEN

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APA (6^th Edition):

Appianing, J. (2017). Using The Expectancy-Value Theory To Understand Why Women Persist Or Leave Collegiate Stem Programs: A Mixed Methods Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2096

Chicago Manual of Style (16^th Edition):

Appianing, Joseph. “Using The Expectancy-Value Theory To Understand Why Women Persist Or Leave Collegiate Stem Programs: A Mixed Methods Study.” 2017. Doctoral Dissertation, University of North Dakota. Accessed March 03, 2021. https://commons.und.edu/theses/2096.

MLA Handbook (7^th Edition):

Appianing, Joseph. “Using The Expectancy-Value Theory To Understand Why Women Persist Or Leave Collegiate Stem Programs: A Mixed Methods Study.” 2017. Web. 03 Mar 2021.

Vancouver:

Appianing J. Using The Expectancy-Value Theory To Understand Why Women Persist Or Leave Collegiate Stem Programs: A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2021 Mar 03]. Available from: https://commons.und.edu/theses/2096.

Council of Science Editors:

Appianing J. Using The Expectancy-Value Theory To Understand Why Women Persist Or Leave Collegiate Stem Programs: A Mixed Methods Study. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2096

Northeastern University

9. Santucci, Sharon. An Interpretative Phenomenological Analysis Of Young Women's Journeys Towards A Stem Major: Environment, Interactions, Relevancy.

Degree: EdD, School of Education, 2020, Northeastern University

URL: http://hdl.handle.net/2047/D20350251

► Abstract The United States Department of Education (n.d.) reported that, while nearly half of all high school freshmen anticipates a future in STEM careers, by… (more)

Subjects/Keywords: gender-disparity; STEM career; STEM identity; STEM interest; Science education

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APA (6^th Edition):

Santucci, S. (2020). An Interpretative Phenomenological Analysis Of Young Women's Journeys Towards A Stem Major: Environment, Interactions, Relevancy. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20350251

Chicago Manual of Style (16^th Edition):

Santucci, Sharon. “An Interpretative Phenomenological Analysis Of Young Women's Journeys Towards A Stem Major: Environment, Interactions, Relevancy.” 2020. Doctoral Dissertation, Northeastern University. Accessed March 03, 2021. http://hdl.handle.net/2047/D20350251.

MLA Handbook (7^th Edition):

Santucci, Sharon. “An Interpretative Phenomenological Analysis Of Young Women's Journeys Towards A Stem Major: Environment, Interactions, Relevancy.” 2020. Web. 03 Mar 2021.

Vancouver:

Santucci S. An Interpretative Phenomenological Analysis Of Young Women's Journeys Towards A Stem Major: Environment, Interactions, Relevancy. [Internet] [Doctoral dissertation]. Northeastern University; 2020. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/2047/D20350251.

Council of Science Editors:

Santucci S. An Interpretative Phenomenological Analysis Of Young Women's Journeys Towards A Stem Major: Environment, Interactions, Relevancy. [Doctoral Dissertation]. Northeastern University; 2020. Available from: http://hdl.handle.net/2047/D20350251

Texas A&M University

10. Dailey, Daisy Renee. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.

Degree: EdD, Curriculum and Instruction, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/158630

► Research shows that a high percentage of science organizations in the United States offer programs specifically designed for K-12 students and teachers. These programs include,… (more)

Subjects/Keywords: Informal STEM education; STEM pathways; Informal STEM education programs; Meaningful STEM activities; STEM accessibility for underserved students

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APA (6^th Edition):

Dailey, D. R. (2016). An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158630

Chicago Manual of Style (16^th Edition):

Dailey, Daisy Renee. “An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.” 2016. Doctoral Dissertation, Texas A&M University. Accessed March 03, 2021. http://hdl.handle.net/1969.1/158630.

MLA Handbook (7^th Edition):

Dailey, Daisy Renee. “An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.” 2016. Web. 03 Mar 2021.

Vancouver:

Dailey DR. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1969.1/158630.

Council of Science Editors:

Dailey DR. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158630

Boise State University

11. Galaviz, Soñia. Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital.

Degree: 2020, Boise State University

URL: https://scholarworks.boisestate.edu/td/1686

► Ethnic minority students and low-income students are grossly underrepresented in demonstrating interest and aspirations in science, evidence of science participation, and subsequent capital. Members of… (more)

▼ Ethnic minority students and low-income students are grossly underrepresented in demonstrating interest and aspirations in science, evidence of science participation, and subsequent capital. Members of these populations do not often embrace a STEM identity or recognize that science, technology, engineering, and math are for them. While schools struggle to innovate in terms of how best to engage and increase aspirations and opportunities in STEM for these underrepresented populations, the family continues to be the most ignored contributor to a student’s STEM identity. Families play an important role in influencing their students’ attitudes, interests, aspirations, and achievements in STEM. While research exists that points to a family’s capital and dispositions towards science - known as habitus - to influence their children’s STEM identity, there is no research that examines deliberately-designed STEM experiences for the family, as a direct intervention meant to enhance a students’ science identity. Given that identity development is a lengthy process, this study attended to the hypothesized precursors: STEM capital and STEM family habitus. Specifically, this study sought to answer in what ways designed STEM experiences were meaningful for families in the development of STEM capital and the support of STEM habitus. Drawing on parent and student surveys after the family STEM events, observations, and interviews, the findings demonstrate that the designed STEM experiences were significant in building capital through meaningful conversations and connections. The family’s burgeoning STEM habitus was also made visible through developing interests, both by parents and students. The designed STEM experiences were instrumental in connecting families to STEM investigations, developing a community of learners, and providing access to STEM participation they might not have had on their own. Implications of these findings for education stakeholders include deliberate design methods to maximize family engagement and interest, as well as ways to develop a STEM community of practice within underrepresented populations.

Subjects/Keywords: STEM habitus; STEM capital; STEM identity; STEM and families; designed STEM experiences; Louis Archer; Accessibility; Elementary Education; Science and Mathematics Education

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APA (6^th Edition):

Galaviz, S. (2020). Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1686

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Galaviz, Soñia. “Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital.” 2020. Thesis, Boise State University. Accessed March 03, 2021. https://scholarworks.boisestate.edu/td/1686.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Galaviz, Soñia. “Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital.” 2020. Web. 03 Mar 2021.

Vancouver:

Galaviz S. Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital. [Internet] [Thesis]. Boise State University; 2020. [cited 2021 Mar 03]. Available from: https://scholarworks.boisestate.edu/td/1686.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Galaviz S. Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital. [Thesis]. Boise State University; 2020. Available from: https://scholarworks.boisestate.edu/td/1686

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Southern California

12. Calmer, Joseph Malcolm. A needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district.

Degree: EdD, Education (Leadership), 2015, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/559505/rec/262

► This project was a needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district. The organization we studied will… (more)

▼ This project was a needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district. The organization we studied will be called Elementary Afterschool STEM Program to protect the identity of the organization that resides is a small urban school district. Three framing questions were created to organize the data: 1) Does the staff at Elementary Afterschool STEM Program have a positive attitude toward STEM and their LIAS principles? 2) To what extent is Elementary Afterschool STEM Program implementing the four components of STEM in their daily plans to achieve their program’s goals? and 3) To what extent does Elementary Afterschool STEM Program provide opportunities for student voice and choice in their learning? To answer these questions, data from the afterschool program’s students, tutors, site leads, and administration was sought. To support recommendations, literature was reviewed on the history of STEM education, STEM instruction, STEM programs practices, and effective STEM pedagogy. Also, literature about the literacy, the CCSS, and the NGSS were investigated as possible solutions as enhancements to their afterschool STEM program. Data was collected and analyzed to produce recommendations for program improvement. Data from student, tutor, and site leads along with an administrative questionnaire, classroom observations and document analysis was conducted to support the recommendations. The analysis included quantitative analysis on the surveys and qualitative analysis on the observations and document analysis. These methods were used to triangulate data and generate recommendations. Recommendations included creating SMART goals, increase staff training, implementing a full STEM curriculum, increasing students’ affective domain, measuring student outcomes, increase student voice and choice, and enhancing their STEM curriculum. Advisors/Committee Members: Rueda, RobertSinatra, Gale M. (Committee Chair), Freking, Frederick W. (Committee Member).

Subjects/Keywords: STEM; elementary; education; needs assessment; STEM education; program evaluation; afterschool education; afterschool STEM program

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APA (6^th Edition):

Calmer, J. M. (2015). A needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/559505/rec/262

Chicago Manual of Style (16^th Edition):

Calmer, Joseph Malcolm. “A needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district.” 2015. Doctoral Dissertation, University of Southern California. Accessed March 03, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/559505/rec/262.

MLA Handbook (7^th Edition):

Calmer, Joseph Malcolm. “A needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district.” 2015. Web. 03 Mar 2021.

Vancouver:

Calmer JM. A needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Mar 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/559505/rec/262.

Council of Science Editors:

Calmer JM. A needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/559505/rec/262

Mississippi State University

13. Robison, Randi. Exploration of experiential STEM education programs in Mississippi and their use by Mississippi K-12 educators.

Degree: MS, Geosciences, 2018, Mississippi State University

URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06062018-094851/ ;

► Science, technology, engineering, and mathematics (STEM) are important fields in todays world. Educators can incorporate informal STEM learning opportunities into their curriculum by taking students… (more)

Subjects/Keywords: STEM; Experiential education; Mississippi

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APA (6^th Edition):

Robison, R. (2018). Exploration of experiential STEM education programs in Mississippi and their use by Mississippi K-12 educators. (Masters Thesis). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-06062018-094851/ ;

Chicago Manual of Style (16^th Edition):

Robison, Randi. “Exploration of experiential STEM education programs in Mississippi and their use by Mississippi K-12 educators.” 2018. Masters Thesis, Mississippi State University. Accessed March 03, 2021. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06062018-094851/ ;.

MLA Handbook (7^th Edition):

Robison, Randi. “Exploration of experiential STEM education programs in Mississippi and their use by Mississippi K-12 educators.” 2018. Web. 03 Mar 2021.

Vancouver:

Robison R. Exploration of experiential STEM education programs in Mississippi and their use by Mississippi K-12 educators. [Internet] [Masters thesis]. Mississippi State University; 2018. [cited 2021 Mar 03]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06062018-094851/ ;.

Council of Science Editors:

Robison R. Exploration of experiential STEM education programs in Mississippi and their use by Mississippi K-12 educators. [Masters Thesis]. Mississippi State University; 2018. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06062018-094851/ ;

Texas A&M University

14. Smith, Kasee Lynn. A Quasi-Experimental Examination of the Effects of Cognitive Sequencing on STEM Concept Integration in Agricultural Education.

Degree: PhD, Agricultural Leadership, Education, and Communications, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/156988

► Understanding the best methods for effectively instructing STEM education concepts is essential in the current climate of education. Kolb’s experiential learning theory outlines four specific… (more)

▼ Understanding the best methods for effectively instructing STEM education concepts is essential in the current climate of education. Kolb’s experiential learning theory outlines four specific modes of learning, based on preferences for grasping and transforming information. This quasi-experimental study was conducted to test the effect of cognitive sequencing of instruction through Kolb’s experiential learning theory. The Principles of Agriculture, Food, and Natural Resources courses in four Texas high schools were randomly assigned to one of four experimental groups (N = 128). Two units of instruction were developed, one in water science and one in soil science. Each content unit was developed in two separate sequences; one with each new concept presented beginning with a concrete experience and moving to an abstract conceptualization and the other beginning with abstract conceptualization and moving to concrete experience. Three sites served as test groups while the fourth site was a control group and did not receive exposure to the treatment. This experiment utilized a crossover design to allow each student to experience both cognitive sequences. The independent variables of cognitive sequence of instruction, socioeconomic status, learning disabilities, and student preference for grasping information were analyzed in relation to the dependent variables of student change score from pretest to posttest for both units of instruction. The findings revealed no significant differences in change scores for the independent variables of socioeconomic status or learning disability. A significant interaction and large effect size was found between the independent variables of preference for grasping information and cognitive sequence of presentation for both units of instruction. An examination of the simple main effects showed that students had significantly higher change scores when the information was presented beginning with the learning mode they showed preference for. These findings shed light on the importance of utilizing student preferences through experiential learning theory as an important factor in designing STEM curriculum and teaching STEM concepts in agricultural education. Advisors/Committee Members: Rayfield, John S. (advisor), Reed, David (committee member), Murphy, Tim H. (committee member), Strong, Robert (committee member).

Subjects/Keywords: experiential learning; agricultural education; STEM

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APA (6^th Edition):

Smith, K. L. (2016). A Quasi-Experimental Examination of the Effects of Cognitive Sequencing on STEM Concept Integration in Agricultural Education. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156988

Chicago Manual of Style (16^th Edition):

Smith, Kasee Lynn. “A Quasi-Experimental Examination of the Effects of Cognitive Sequencing on STEM Concept Integration in Agricultural Education.” 2016. Doctoral Dissertation, Texas A&M University. Accessed March 03, 2021. http://hdl.handle.net/1969.1/156988.

MLA Handbook (7^th Edition):

Smith, Kasee Lynn. “A Quasi-Experimental Examination of the Effects of Cognitive Sequencing on STEM Concept Integration in Agricultural Education.” 2016. Web. 03 Mar 2021.

Vancouver:

Smith KL. A Quasi-Experimental Examination of the Effects of Cognitive Sequencing on STEM Concept Integration in Agricultural Education. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1969.1/156988.

Council of Science Editors:

Smith KL. A Quasi-Experimental Examination of the Effects of Cognitive Sequencing on STEM Concept Integration in Agricultural Education. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156988

Texas A&M University

15. Kwon, Hyunkyung. The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education.

Degree: MS, Curriculum and Instruction, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/156883

► My goal of this thesis was to develop two publication-ready research articles rather than a traditional thesis. Technology is changing the way students learn in… (more)

▼ My goal of this thesis was to develop two publication-ready research articles rather than a traditional thesis. Technology is changing the way students learn in amazing ways. Researchers found that student-centered, technology-integrated learning environments help to produce students who are better able to think critically, solve problems, collaborate with others, and engage deeply in the learning process. In addition, the emergence of technology-rich classrooms helps diverse learners understand conceptual ideas and apply those ideas and skills to real-life. When teachers know how to effectively use the unique features of technologies, they can address the varying cognitive strengths and needs of different students. Because understanding the impact of technology and finding the best ways to integrate technology into the classroom is critical, an investigation was conducted to determine whether the use of 3D printers and design software in a summer camp setting had a positive effect on student’s motivation, interests, mathematical and real-life skills. There were statistically significant increase in students’ motivation, interests, real-life skills, and some of the mathematical skills. In addition, positive effect sizes indicated practical importance of the study. Despite the complexities of the program and high cognitive load for students, 3D printing and design class allowed students gain motivation, interests, real-life skills, and some mathematical skills. Although there has been growing interest in Science, Technology, Engineering and Mathematics (STEM) for students in the United States, previous research shows that there is a growing concern that the United States will not have sufficient numbers of skilled workers in STEM field. To determine if informal STEM educational setting can improve students’ interest for learning STEM, the second article employed a quasi-experiment design to explore the effectiveness of a summer camp program on student’s affect towards STEM. Although there were no statistically significant increases in any of the disciplines, students had more positive attitude toward science, engineering, and mathematics after the summer camp. If the intervention was longer where students had lower cognitive load, more practical importance is expected. Advisors/Committee Members: Capraro, Mary Margaret (advisor), Davis, Trina J. (committee member), Luo, Wen (committee member).

Subjects/Keywords: technology; informal STEM education; attitude

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APA (6^th Edition):

Kwon, H. (2016). The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156883

Chicago Manual of Style (16^th Edition):

Kwon, Hyunkyung. “The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education.” 2016. Masters Thesis, Texas A&M University. Accessed March 03, 2021. http://hdl.handle.net/1969.1/156883.

MLA Handbook (7^th Edition):

Kwon, Hyunkyung. “The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education.” 2016. Web. 03 Mar 2021.

Vancouver:

Kwon H. The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education. [Internet] [Masters thesis]. Texas A&M University; 2016. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1969.1/156883.

Council of Science Editors:

Kwon H. The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education. [Masters Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156883

Texas A&M University

16. Kocabas, Sezai. STEM Education in the United States.

Degree: MS, Curriculum and Instruction, 2018, Texas A&M University

URL: http://hdl.handle.net/1969.1/174101

► STEM education is described as a systematic teaching and/or learning process in the STEM fields and a positive correlation exists between STEM education and the… (more)

Subjects/Keywords: STEM education; the United States

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APA (6^th Edition):

Kocabas, S. (2018). STEM Education in the United States. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174101

Chicago Manual of Style (16^th Edition):

Kocabas, Sezai. “STEM Education in the United States.” 2018. Masters Thesis, Texas A&M University. Accessed March 03, 2021. http://hdl.handle.net/1969.1/174101.

MLA Handbook (7^th Edition):

Kocabas, Sezai. “STEM Education in the United States.” 2018. Web. 03 Mar 2021.

Vancouver:

Kocabas S. STEM Education in the United States. [Internet] [Masters thesis]. Texas A&M University; 2018. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1969.1/174101.

Council of Science Editors:

Kocabas S. STEM Education in the United States. [Masters Thesis]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174101

University of Vermont

17. Gilbreath, Lila Carly. Factors Impacting Women's Participation in STEM Fields.

Degree: Secondary Education: Mathematics, 2015, University of Vermont

URL: https://scholarworks.uvm.edu/hcoltheses/65

► Women are highly underrepresented in STEM (Science, Technology, Engineering, and Mathematics) field professions (Beede, Julian, Langdon, McKittrick, Khan, & Doms, 2011). This has been… (more)

Subjects/Keywords: women; STEM fields; education

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APA (6^th Edition):

Gilbreath, L. C. (2015). Factors Impacting Women's Participation in STEM Fields. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/hcoltheses/65

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gilbreath, Lila Carly. “Factors Impacting Women's Participation in STEM Fields.” 2015. Thesis, University of Vermont. Accessed March 03, 2021. https://scholarworks.uvm.edu/hcoltheses/65.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gilbreath, Lila Carly. “Factors Impacting Women's Participation in STEM Fields.” 2015. Web. 03 Mar 2021.

Vancouver:

Gilbreath LC. Factors Impacting Women's Participation in STEM Fields. [Internet] [Thesis]. University of Vermont; 2015. [cited 2021 Mar 03]. Available from: https://scholarworks.uvm.edu/hcoltheses/65.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gilbreath LC. Factors Impacting Women's Participation in STEM Fields. [Thesis]. University of Vermont; 2015. Available from: https://scholarworks.uvm.edu/hcoltheses/65

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Rice University

18. Bradford, Brittany Caitlin. Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences.

Degree: MA, Social Sciences, 2018, Rice University

URL: http://hdl.handle.net/1911/105920

► Underrepresented minorities (URMs), females, and first-generation college students declaring a science, technology, engineering, or mathematics (STEM) major face unique challenges as they transition into college;… (more)

Subjects/Keywords: STEM; psychology; education; interviews

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APA (6^th Edition):

Bradford, B. C. (2018). Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences. (Masters Thesis). Rice University. Retrieved from http://hdl.handle.net/1911/105920

Chicago Manual of Style (16^th Edition):

Bradford, Brittany Caitlin. “Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences.” 2018. Masters Thesis, Rice University. Accessed March 03, 2021. http://hdl.handle.net/1911/105920.

MLA Handbook (7^th Edition):

Bradford, Brittany Caitlin. “Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences.” 2018. Web. 03 Mar 2021.

Vancouver:

Bradford BC. Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences. [Internet] [Masters thesis]. Rice University; 2018. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1911/105920.

Council of Science Editors:

Bradford BC. Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences. [Masters Thesis]. Rice University; 2018. Available from: http://hdl.handle.net/1911/105920

University of New Mexico

19. Kvam, Nicholas. Directing, Orienting and Orienteering: Supporting Students to Engage Consequentially.

Degree: Teacher Education, Educational Leadership & Policy, 2013, University of New Mexico

URL: http://hdl.handle.net/1928/23281

► It is often difficult for teachers to support students to engage at a consequential level. The purpose of this study is to explore how learners… (more)

▼ It is often difficult for teachers to support students to engage at a consequential level. The purpose of this study is to explore how learners orient themselves in learning environments and how this can support consequential engagement. I report on analyses that focus specifically on orienteering and orienting framing of learners in new environments, and contrast this with a traditional classroom in which teacher directing dominated. This study includes four cases. The first case involves a teacher using a starter at the beginning of class to review a science concept. The second case involves students using manipulatives as a way to learn about compounds and molecular elements (n=4). The third case also uses manipulatives, but in this case the students learn how to balance chemical equations (n=4). Participants from the second and third cases include students from a university chemistry course that has been designed for students at-risk' of failing. The fourth case involves a teacher using immersive, interactive projection technology to teach arithmetic and geometric sequences (n= 9). Participants include students from a math pre-service teacher education course at the university level. Interaction analysis of video records was conducted using the software program Comic Life 2. In this study I explore: • What frames of instructional and learning sequences support students to engage procedurally, conceptually, and consequentially? How might the metaphor of orienteering, orienting, and directing make these frames clear? • How might immersive, interactive technology disrupt a directing frame? This analysis revealed multiple frames of instructional and learning sequences, including directing, orienting and orienteering. Directing is teacher-led and has very little room for student input. Orienting is more student-led, where the teacher guides the students in their understanding. Orienteering is student-led, where the students work together to create their own understanding. As a comparison, videos from a traditional middle school science classroom demonstrate teacher directing. Based on analysis, I infer that orienteering invites generative activity and negotiating, but might not on its own result in learning. When followed up with orienting, however, the resultant engagement observed was conceptual. In contrast, directing tended to invite only procedural engagement. However, despite the use of directing in the immersive, interactive projection case, consequential engagement was observed; immersive, interactive projection provided a disruption — meaning it disrupted patterns of habituated practices – that supported students to engage in a consequential manner. This study has implications for both instruction and curriculum design. If teachers want to see at least conceptual engagement, they should support students to first orienteer themselves and then later orient them. This study also has implications for further research. We don't know why the immersive, interactive projection… Advisors/Committee Members: Svihla, Vanessa, Tyson, Kersti, Justin, Boyle.

Subjects/Keywords: Education; Engagement; STEM; Orienteering

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APA (6^th Edition):

Kvam, N. (2013). Directing, Orienting and Orienteering: Supporting Students to Engage Consequentially. (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23281

Chicago Manual of Style (16^th Edition):

Kvam, Nicholas. “Directing, Orienting and Orienteering: Supporting Students to Engage Consequentially.” 2013. Masters Thesis, University of New Mexico. Accessed March 03, 2021. http://hdl.handle.net/1928/23281.

MLA Handbook (7^th Edition):

Kvam, Nicholas. “Directing, Orienting and Orienteering: Supporting Students to Engage Consequentially.” 2013. Web. 03 Mar 2021.

Vancouver:

Kvam N. Directing, Orienting and Orienteering: Supporting Students to Engage Consequentially. [Internet] [Masters thesis]. University of New Mexico; 2013. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1928/23281.

Council of Science Editors:

Kvam N. Directing, Orienting and Orienteering: Supporting Students to Engage Consequentially. [Masters Thesis]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23281

University of North Texas

20. Simpson, Patricia. Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors.

Degree: 2012, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc115158/

► Despite all the national efforts to increase STEM enrollment in the United States, the gap between the U.S. and other developed countries in terms of… (more)

Subjects/Keywords: Personality; STEM education; major choice

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APA (6^th Edition):

Simpson, P. (2012). Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115158/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Simpson, Patricia. “Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors.” 2012. Thesis, University of North Texas. Accessed March 03, 2021. https://digital.library.unt.edu/ark:/67531/metadc115158/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Simpson, Patricia. “Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors.” 2012. Web. 03 Mar 2021.

Vancouver:

Simpson P. Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors. [Internet] [Thesis]. University of North Texas; 2012. [cited 2021 Mar 03]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115158/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simpson P. Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115158/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

West Virginia University

21. Morgan, Alice. Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education.

Degree: PhD, Recreation, Parks and Tourism Resources, 2020, West Virginia University

URL: https://doi.org/10.33915/etd.7855 ; https://researchrepository.wvu.edu/etd/7855

► The purpose of this research paper was to examine the relationship between vocational relevancy and adventure STEM education in the context of a four-day… (more)

Subjects/Keywords: informal education; STEM education; adventure education

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APA (6^th Edition):

Morgan, A. (2020). Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education. (Doctoral Dissertation). West Virginia University. Retrieved from https://doi.org/10.33915/etd.7855 ; https://researchrepository.wvu.edu/etd/7855

Chicago Manual of Style (16^th Edition):

Morgan, Alice. “Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education.” 2020. Doctoral Dissertation, West Virginia University. Accessed March 03, 2021. https://doi.org/10.33915/etd.7855 ; https://researchrepository.wvu.edu/etd/7855.

MLA Handbook (7^th Edition):

Morgan, Alice. “Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education.” 2020. Web. 03 Mar 2021.

Vancouver:

Morgan A. Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education. [Internet] [Doctoral dissertation]. West Virginia University; 2020. [cited 2021 Mar 03]. Available from: https://doi.org/10.33915/etd.7855 ; https://researchrepository.wvu.edu/etd/7855.

Council of Science Editors:

Morgan A. Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education. [Doctoral Dissertation]. West Virginia University; 2020. Available from: https://doi.org/10.33915/etd.7855 ; https://researchrepository.wvu.edu/etd/7855

University of Houston

22. Alleyne, Camille Wardrop 1966-. A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers.

Degree: EdD, Professional Leadership, 2013, University of Houston

URL: http://hdl.handle.net/10657/997

► This comparative case study compared key elements of four all-girls schools that are committed to motivating females to pursue STEM majors and careers. The selected… (more)

Subjects/Keywords: STEM; All-Girls Schools and STEM; Science education; STEM education; Girls education; Girls; Minorities; Females; STEM-focused girl schools; Professional leadership

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APA (6^th Edition):

Alleyne, C. W. 1. (2013). A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/997

Chicago Manual of Style (16^th Edition):

Alleyne, Camille Wardrop 1966-. “A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers.” 2013. Doctoral Dissertation, University of Houston. Accessed March 03, 2021. http://hdl.handle.net/10657/997.

MLA Handbook (7^th Edition):

Alleyne, Camille Wardrop 1966-. “A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers.” 2013. Web. 03 Mar 2021.

Vancouver:

Alleyne CW1. A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/10657/997.

Council of Science Editors:

Alleyne CW1. A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/997

23. Gerlach, Holly Esquia. The Impact of Integrated STEM Education on Student Achievement in Magnet Schools.

Degree: EdD Doctor of Education, Educational Leadership, 2020, National-Louis University

URL: https://digitalcommons.nl.edu/diss/499

► In an ever-changing world, scientific advancement and innovation are critical in maintaining national security, economic competitiveness, and quality of life for our global society.… (more)

Subjects/Keywords: STEM; STEM education; integrated STEM; elementary education; magnet schools; student achievement; Educational Methods

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APA (6^th Edition):

Gerlach, H. E. (2020). The Impact of Integrated STEM Education on Student Achievement in Magnet Schools. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/499

Chicago Manual of Style (16^th Edition):

Gerlach, Holly Esquia. “The Impact of Integrated STEM Education on Student Achievement in Magnet Schools.” 2020. Doctoral Dissertation, National-Louis University. Accessed March 03, 2021. https://digitalcommons.nl.edu/diss/499.

MLA Handbook (7^th Edition):

Gerlach, Holly Esquia. “The Impact of Integrated STEM Education on Student Achievement in Magnet Schools.” 2020. Web. 03 Mar 2021.

Vancouver:

Gerlach HE. The Impact of Integrated STEM Education on Student Achievement in Magnet Schools. [Internet] [Doctoral dissertation]. National-Louis University; 2020. [cited 2021 Mar 03]. Available from: https://digitalcommons.nl.edu/diss/499.

Council of Science Editors:

Gerlach HE. The Impact of Integrated STEM Education on Student Achievement in Magnet Schools. [Doctoral Dissertation]. National-Louis University; 2020. Available from: https://digitalcommons.nl.edu/diss/499

University of Maryland

24. Bishop, April. Career Aspirations of High School Males and Femailes in a Science, Technology, Engineering, and Mathematics Program.

Degree: Education Policy, and Leadership, 2015, University of Maryland

URL: http://hdl.handle.net/1903/16602

► With the large number of Science, Technology, Engineering, and Mathematics (STEM) jobs across the nation and state which are unfilled due to lack of interested… (more)

Subjects/Keywords: Education; Educational evaluation; Science education; Engineering; Females in STEM; STEM; Women in STEM

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APA (6^th Edition):

Bishop, A. (2015). Career Aspirations of High School Males and Femailes in a Science, Technology, Engineering, and Mathematics Program. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/16602

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bishop, April. “Career Aspirations of High School Males and Femailes in a Science, Technology, Engineering, and Mathematics Program.” 2015. Thesis, University of Maryland. Accessed March 03, 2021. http://hdl.handle.net/1903/16602.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bishop, April. “Career Aspirations of High School Males and Femailes in a Science, Technology, Engineering, and Mathematics Program.” 2015. Web. 03 Mar 2021.

Vancouver:

Bishop A. Career Aspirations of High School Males and Femailes in a Science, Technology, Engineering, and Mathematics Program. [Internet] [Thesis]. University of Maryland; 2015. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1903/16602.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bishop A. Career Aspirations of High School Males and Femailes in a Science, Technology, Engineering, and Mathematics Program. [Thesis]. University of Maryland; 2015. Available from: http://hdl.handle.net/1903/16602

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

25. Schmitt, Timothy Michael. Influence of stem enrichment activities on 3rd-5th grade students' engineering identity.

Degree: 2017, University of Georgia

URL: http://hdl.handle.net/10724/36646

► This study used a pre-test, post-test quasi-experimental design to examine the influence of an integrative STEM enrichment program on 3rd through 5th grade students’ identity… (more)

Subjects/Keywords: Integrative STEM; elementary STEM; STEM education; engineering education; engineering identity; SCCT; after-school

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APA (6^th Edition):

Schmitt, T. M. (2017). Influence of stem enrichment activities on 3rd-5th grade students' engineering identity. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36646

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Schmitt, Timothy Michael. “Influence of stem enrichment activities on 3rd-5th grade students' engineering identity.” 2017. Thesis, University of Georgia. Accessed March 03, 2021. http://hdl.handle.net/10724/36646.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Schmitt, Timothy Michael. “Influence of stem enrichment activities on 3rd-5th grade students' engineering identity.” 2017. Web. 03 Mar 2021.

Vancouver:

Schmitt TM. Influence of stem enrichment activities on 3rd-5th grade students' engineering identity. [Internet] [Thesis]. University of Georgia; 2017. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/10724/36646.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schmitt TM. Influence of stem enrichment activities on 3rd-5th grade students' engineering identity. [Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/36646

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Brigham Young University

26. Massic, Khristen Lee. An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education.

Degree: MS, 2017, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8287&context=etd

► In order for the United States to regain its global standing in science and engineering, educational and governmental organizations have started to re-emphasize science, technology,… (more)

▼ In order for the United States to regain its global standing in science and engineering, educational and governmental organizations have started to re-emphasize science, technology, engineering, and math content in k-12 classrooms.While some preliminary research has been conducted on student and teacher perceptions related to engineering, there has been little research conducted related to teachers<&apos> beliefs about the importance of engineering content in their classrooms and relatively few studies have investigated elementary teachers teaching engineering self-efficacy. Current studies have investigated the impact of professional development on teachers teaching engineering self-efficacy but these studies were conducted with limited sample sizes, for relatively short professional development timeframes, with a restricted sample and these studies did not include the implementation component of professional development. Research is needed to not only determine elementary teachers<&apos> beliefs about the importance of engineering content in their classrooms, but to also investigate if these teachers<&apos> levels of confidence (teaching engineering self-efficacy) can be increased by exposure to STEM-related professional development and the implementation of engineering activities in their classrooms. The research question in this study was to determine if scored responses from a pre-survey taken by teachers participating in an engineering-related professional development would differ from scored responses on two subsequent post-surveys following the professional development and following implementation on the teachers<&apos> beliefs about the importance of teaching engineering content at the elementary level and the teachers<&apos> confidence in the ability to teach engineering concepts at the elementary school level.While the teachers in this study generally had positive beliefs about the importance of teaching engineering at the elementary level, an investigation of the individual nine beliefs items from the survey indicated that they are less likely to consider engineering part of the basics and that it should be taught more frequently. One of the major conclusions from this study was that teachers<&apos> teaching engineering self-efficacy can be significantly strengthened through participation in a week-long professional development series. Furthermore, while not statistically significant, the implementation of these activities into their classroom can also help improve teachers<&apos> confidence in their ability to teach engineering-related activities.

Subjects/Keywords: elementary STEM education; STEM; engineering education; beliefs; self-efficacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Massic, K. L. (2017). An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8287&context=etd

Chicago Manual of Style (16^th Edition):

Massic, Khristen Lee. “An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education.” 2017. Masters Thesis, Brigham Young University. Accessed March 03, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8287&context=etd.

MLA Handbook (7^th Edition):

Massic, Khristen Lee. “An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education.” 2017. Web. 03 Mar 2021.

Vancouver:

Massic KL. An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2021 Mar 03]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8287&context=etd.

Council of Science Editors:

Massic KL. An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8287&context=etd

Clemson University

27. Kenney, Jeffrey Michael. Cases of Contingent STEM Faculty Who Practice Critical Pedagogies with/in the Neoliberal University.

Degree: PhD, Educational Leadership - Higher Education, 2018, Clemson University

URL: https://tigerprints.clemson.edu/all_dissertations/2257

► An increasingly neoliberal university means diminishing resources and labor security for those located in the lowest echelon, particularly those engaged in critical/radical/activist projects. The purpose… (more)

Subjects/Keywords: Critical Pedagogy; Faculty development; Higher Education; Neoliberalism; STEM; STEM education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kenney, J. M. (2018). Cases of Contingent STEM Faculty Who Practice Critical Pedagogies with/in the Neoliberal University. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2257

Chicago Manual of Style (16^th Edition):

Kenney, Jeffrey Michael. “Cases of Contingent STEM Faculty Who Practice Critical Pedagogies with/in the Neoliberal University.” 2018. Doctoral Dissertation, Clemson University. Accessed March 03, 2021. https://tigerprints.clemson.edu/all_dissertations/2257.

MLA Handbook (7^th Edition):

Kenney, Jeffrey Michael. “Cases of Contingent STEM Faculty Who Practice Critical Pedagogies with/in the Neoliberal University.” 2018. Web. 03 Mar 2021.

Vancouver:

Kenney JM. Cases of Contingent STEM Faculty Who Practice Critical Pedagogies with/in the Neoliberal University. [Internet] [Doctoral dissertation]. Clemson University; 2018. [cited 2021 Mar 03]. Available from: https://tigerprints.clemson.edu/all_dissertations/2257.

Council of Science Editors:

Kenney JM. Cases of Contingent STEM Faculty Who Practice Critical Pedagogies with/in the Neoliberal University. [Doctoral Dissertation]. Clemson University; 2018. Available from: https://tigerprints.clemson.edu/all_dissertations/2257

UCLA

28. Garibay, Juan. Beyond Traditional Measures of Success in STEM: Predictors of STEM Bachelor's Degree Recipients' Values Toward Using Research and Sociopolitical Involvement to Promote a More Equitable Society.

Degree: Education, 2014, UCLA

URL: http://www.escholarship.org/uc/item/27s2c6s9

► Recent figures on the state of poverty within the U.S. and throughout the world suggest that even though advancements in science and technology (S&T) have… (more)

▼ Recent figures on the state of poverty within the U.S. and throughout the world suggest that even though advancements in science and technology (S&T) have had a tremendous impact on human capacity, the overall impact of S&T on creating a more equitable world remains limited. Despite the importance of preparing socially responsible graduates in science, technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, higher education research focused on STEM education has predominantly framed notions of student success with respect to the maintenance of U.S. global economic competitiveness, largely focusing on steering more students into the STEM disciplines and solely developing their STEM competencies to specifically fill workforce roles. The few studies that have examined the development of STEM students' outcomes critical to promoting a more equitable society have generally examined the impact of one program or course.To address this gap in the literature, this study used frameworks of undergraduate socialization (Vreeland & Bidwell, 1966; Weidman, 1989, 1979) to examine the individual experiences and institutional contexts that affect STEM bachelor's degree recipients' development of two democratic educational outcomes seven years after college entry: social agency and values toward conducting research that will have a meaningful impact on underserved communities. In order to properly account for the nested structure of the data, this study employed multilevel modeling on a national sample of 6,341 STEM bachelor's degree recipients across 271 institutions. Longitudinal student data from the 2004 CIRP Freshman Survey and 2011 Post-Baccalaureate Survey was merged with institutional data from the Integrated Postsecondary Educational Data System and CIRP Faculty Surveys.Various undergraduate socialization experiences and institutional contexts were found to influence STEM students' democratic educational outcomes, including academic majors, participation in student organizations and research, experiences with faculty, and peer and STEM faculty normative contexts. Findings suggest the importance of taking a comprehensive approach to supporting long-term student development by providing individual experiences and promoting institutional contexts that facilitate students' democratic educational outcomes. The findings have implications for curriculum and program development in STEM education to maximize the development of STEM students' values toward using research and sociopolitical involvement to promote a more equitable society.

Subjects/Keywords: Higher education; Science education; Mathematics education; Democratic education; Diversity; Social Justice Outcomes; STEM education; STEM faculty values; STEM student values

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APA (6^th Edition):

Garibay, J. (2014). Beyond Traditional Measures of Success in STEM: Predictors of STEM Bachelor's Degree Recipients' Values Toward Using Research and Sociopolitical Involvement to Promote a More Equitable Society. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/27s2c6s9

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Garibay, Juan. “Beyond Traditional Measures of Success in STEM: Predictors of STEM Bachelor's Degree Recipients' Values Toward Using Research and Sociopolitical Involvement to Promote a More Equitable Society.” 2014. Thesis, UCLA. Accessed March 03, 2021. http://www.escholarship.org/uc/item/27s2c6s9.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Garibay, Juan. “Beyond Traditional Measures of Success in STEM: Predictors of STEM Bachelor's Degree Recipients' Values Toward Using Research and Sociopolitical Involvement to Promote a More Equitable Society.” 2014. Web. 03 Mar 2021.

Vancouver:

Garibay J. Beyond Traditional Measures of Success in STEM: Predictors of STEM Bachelor's Degree Recipients' Values Toward Using Research and Sociopolitical Involvement to Promote a More Equitable Society. [Internet] [Thesis]. UCLA; 2014. [cited 2021 Mar 03]. Available from: http://www.escholarship.org/uc/item/27s2c6s9.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Garibay J. Beyond Traditional Measures of Success in STEM: Predictors of STEM Bachelor's Degree Recipients' Values Toward Using Research and Sociopolitical Involvement to Promote a More Equitable Society. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/27s2c6s9

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Leker, Lindsey. Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study.

Degree: PhD, Educational Foundations & Research, 2017, University of North Dakota

URL: https://commons.und.edu/theses/2266

► Stereotype threat is a widely researched phenomenon shown to impact performance in testing and evaluation situations (Katz, Roberts, & Robinson, 1965; Steele & Aronson,… (more)

▼ Stereotype threat is a widely researched phenomenon shown to impact performance in testing and evaluation situations (Katz, Roberts, & Robinson, 1965; Steele & Aronson, 1995). When related to gender, stereotype threat can lead women to score lower than men on standardized math exams (Spencer, Steele, & Quinn, 1999). Stereotype threat may be one reason women have lower enrollment in most science, technology, engineering, and mathematics (STEM) majors, hold a smaller number of STEM careers than men, and have a higher attrition rate in STEM professions (Hill, Corbet, & Rose, 2010; Picho & Brown 2011; Sorby & Baartmans, 2000). Most research has investigated stereotype threat using experiments yielding mixed results (Stoet & Geary, 2012). Thus, there is a need to explore stereotype threat using quantitative surveys and qualitative methods to examine other contextual factors that contribute to gender difference in STEM fields. This dissertation outlined a mixed methods study designed to, first, qualitatively explore stereotype threat and contextual factors related to high achieving women in STEM fields, as well as women who have failed and/or avoided STEM fields. Then, the quantitative portion of the study used the themes from the qualitative phase to create a survey that measured stereotype threat and other contextual variables related to STEM success and failure/avoidance. Fifteen participants were interviewed for the qualitative phase of the study and six themes emerged. The quantitative survey was completed 242 undergraduate participants. T-tests, correlations, regressions, and mediation analyses were used to analyze the data. There were significant relationships between stereotype threat and STEM confidence, STEM anxiety, giving up in STEM, and STEM achievement. Overall, this mixed methods study advanced qualitative research on stereotype threat, developed a much-needed scale for the measurement of stereotype threat, and tested the developed scale. Advisors/Committee Members: Robert Stupnisky.

Subjects/Keywords: math education; science education; STEM; stereotype threat

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APA (6^th Edition):

Leker, L. (2017). Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2266

Chicago Manual of Style (16^th Edition):

Leker, Lindsey. “Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study.” 2017. Doctoral Dissertation, University of North Dakota. Accessed March 03, 2021. https://commons.und.edu/theses/2266.

MLA Handbook (7^th Edition):

Leker, Lindsey. “Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study.” 2017. Web. 03 Mar 2021.

Vancouver:

Leker L. Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2021 Mar 03]. Available from: https://commons.und.edu/theses/2266.

Council of Science Editors:

Leker L. Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2266

University of South Florida

30. Deeley, Judith A. Teachers and Administrators Explain How and Why Teachers Change Instructional Methods in a Pre-K Through Eight Catholic School.

Degree: 2019, University of South Florida

URL: https://scholarcommons.usf.edu/etd/8020

► This qualitative exploratory study explored how and why teachers at four small Catholic schools in the state of Florida transformed by changing instructional methods to… (more)

▼ This qualitative exploratory study explored how and why teachers at four small Catholic schools in the state of Florida transformed by changing instructional methods to offer full integration of science, technology, religion, engineering, arts and mathematics (STREAM) approaches into learning experiences for grades pre-k through eight. There was a time up until the early 2000s that Catholic school enrollment was at capacity and did not require differentiation based upon unique student learning needs. However, students of current times reflect a higher need for educational approaches that are both differentiated and engaging. “Teachers are required to teach more content and subjects to classes containing greater numbers of students with varying emotional, social, and learning” needs (Lohman, 2006, p.2). Today’s 21st century learners benefit from experiences that are inviting, interesting and meaningful. As a result, these Catholic schools sought ways to offer more meaningful academic experiences. Teacher preparedness to meet the needs of an ever-changing student population requires purposeful planning and strategic development and implementation. Without teacher preparation, not only does the learner suffer, but so too does the educator. This qualitative exploratory study revealed how and why the teachers at these schools were able to transform the culture to a STREAM-centered school in an effort to meet the needs of the students by offering a blend of engaging instructional methods. Initially, resistance appeared as a hindrance to these changes. However, discovered was that anxiety and the sense of being overwhelmed were most often the culprit. Identified through interviews of principals, coordinators and teachers are ways to positively support change implementation processes. The findings from this case study illuminate how and why teachers changed to adopt or adapt instructional strategies to meet the needs of 21st century learners and overcome barriers to achieving this goal.

Subjects/Keywords: 21st Century; education; engagement; resistance; STEM; Education

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APA (6^th Edition):

Deeley, J. A. (2019). Teachers and Administrators Explain How and Why Teachers Change Instructional Methods in a Pre-K Through Eight Catholic School. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/8020

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Deeley, Judith A. “Teachers and Administrators Explain How and Why Teachers Change Instructional Methods in a Pre-K Through Eight Catholic School.” 2019. Thesis, University of South Florida. Accessed March 03, 2021. https://scholarcommons.usf.edu/etd/8020.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Deeley, Judith A. “Teachers and Administrators Explain How and Why Teachers Change Instructional Methods in a Pre-K Through Eight Catholic School.” 2019. Web. 03 Mar 2021.

Vancouver:

Deeley JA. Teachers and Administrators Explain How and Why Teachers Change Instructional Methods in a Pre-K Through Eight Catholic School. [Internet] [Thesis]. University of South Florida; 2019. [cited 2021 Mar 03]. Available from: https://scholarcommons.usf.edu/etd/8020.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Deeley JA. Teachers and Administrators Explain How and Why Teachers Change Instructional Methods in a Pre-K Through Eight Catholic School. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/8020

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations