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ERIC Number: EJ1177798
Record Type: Journal
Publication Date: 2018-May
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0036-6803
Conditions and Decisions of Urban Elementary Teachers Regarding Instruction of STEM Curriculum
Smith, Erica L.; Parker, Carolyn A.; McKinney, David; Grigg, Jeffrey
School Science and Mathematics, v118 n5 p156-168 May 2018
The study was situated in a National Science Foundation supported Math Science Partnership between a private university and an urban school district. This study sought to understand the decision-making process of elementary teachers as they implement an integrated science, technology, engineering, and mathematics (STEM) curriculum in their classrooms and the interactions that occur between the teachers and curriculum during that process. This qualitative study utilized a comparative case study approach to understanding the decision-making process of three elementary teachers enacting the same lesson. Analysis of the interactions revealed that the teachers' perceptions of student ability, their pedagogical design capacity, and time were influences that impacted implementation. These findings have implications for STEM-focused professional development of elementary teachers.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE1237992