Cultivating the roots of STEM: investigating the influence of a STEM program on teachers' efficacy and adolescents' attitudes toward STEM

dc.contributorBenson, Angela D.
dc.contributorMcMath, Juanita M.
dc.contributorWright, Vivian H.
dc.contributorYates, Steven D.
dc.contributor.advisorRice, Margaret L.
dc.contributor.authorWilson, Michelle McBenge
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2019-08-01T14:24:34Z
dc.date.available2019-08-01T14:24:34Z
dc.date.issued2019
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe newest science standards and national economy demand a committed emphasis to STEM integration in K-12 education. The need for STEM programs in K-12 education continues to grow, specifically in the formative adolescent years. In response, one public school district pursued and was awarded a grant to implement a STEM program. This research study is an investigation into the impact of this program on both students and teachers throughout the school district. The purpose of this mixed method, three-article dissertation was to probe the effectiveness of the district-wide STEM program on adolescents and their teachers. The researcher was particularly attentive to the relationship between teacher efficacy in STEM and students’ confidence in and attitudes toward STEM, whether a difference existed in groups of teachers and students who were surveyed before and after the STEM program was implemented, and whether a difference existed in terms of race and gender regarding students’ levels of STEM confidence. Historical data including both teacher and student responses that were collected by the district were used for a variety of analyses. The studies found that there was no relationship between teachers’ STEM efficacy and students’ STEM confidence, but there was an increase in both groups’ levels of STEM efficacy and confidence after the program. Analysis of teachers’ comments indicated that three areas of priority concentration for STEM professional development are time, efficacy, and equipment. The studies also found that there were no differences regarding gender or race in terms of STEM confidence among students. Females’ STEM confidence increased after the STEM program, while minority students’ STEM confidence did not. The studies provide both quantitative and qualitative analyses to the national focus on STEM education and best practices for equipping teachers and their students to have positive experiences with STEM learning.en_US
dc.format.extent134 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0003360
dc.identifier.otherWilson_alatus_0004D_13797
dc.identifier.urihttp://ir.ua.edu/handle/123456789/6173
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducational technology
dc.subjectScience education
dc.subjectEducation
dc.titleCultivating the roots of STEM: investigating the influence of a STEM program on teachers' efficacy and adolescents' attitudes toward STEMen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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