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Steam-Focused Education : = Teacher Beliefs About School Climate, 21st Century Learning, and Climate for Creativity = Educacion enfocada en steam : creencias de los maestros sobre el clima escolar, el aprendizaje del siglo xxi y el clima para la creatividad.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Steam-Focused Education :/
Reminder of title:	Teacher Beliefs About School Climate, 21st Century Learning, and Climate for Creativity = Educacion enfocada en steam : creencias de los maestros sobre el clima escolar, el aprendizaje del siglo xxi y el clima para la creatividad.
remainder title:	Educacion enfocada en steam :
Author:	Stein, Jaymie Paige.
Description:	1 online resource (123 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-07, Section: A.
Contained By:	Dissertations Abstracts International83-07A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28869915click for full text (PQDT)
ISBN:	9798762106313

Steam-Focused Education : = Teacher Beliefs About School Climate, 21st Century Learning, and Climate for Creativity = Educacion enfocada en steam : creencias de los maestros sobre el clima escolar, el aprendizaje del siglo xxi y el clima para la creatividad.
Stein, Jaymie Paige.

Steam-Focused Education :Teacher Beliefs About School Climate, 21st Century Learning, and Climate for Creativity = Educacion enfocada en steam : creencias de los maestros sobre el clima escolar, el aprendizaje del siglo xxi y el clima para la creatividad.Educacion enfocada en steam :creencias de los maestros sobre el clima escolar, el aprendizaje del siglo xxi y el clima para la creatividad. - 1 online resource (123 pages)

Source: Dissertations Abstracts International, Volume: 83-07, Section: A.

Thesis (Ph.D.)--Fordham University, 2021.

Includes bibliographical references

Science, Technology, Engineering, Art, Math (STEAM)-focused education argues to include the arts in such curriculums (as opposed to STEM), but the advocacy is outpacing the knowledge on the efficacy of STEAM-focused education. This study examines teachers' beliefs about and implementation of STEAM according to several variables. A 63-question survey instrument was answered by a total of 78 participating middle and high school teachers and explores the beliefs of STEAM-focused education teachers and STEAM subject area teachers about STEAM-focused enacted curriculums and what is most important to teachers when implementing STEAM. It further looks at teacher feelings about their school climates and explores a possible creativity climate connection to STEAM beliefs and/or implementation. Two multiple regression analyses were used to determine relationships between the dependent variables (STEAM Curriculum Beliefs and STEAM Curriculum Implementation) and independent variables (STEAM-focused vs. discipline specific, school climate, creativity climate, teaching 21st century skills beliefs, teaching 21st century beliefs implementation).Most significantly, this study found a standard error of estimate (SEE) was 0.48 likelihood of predicting teachers' beliefs about STEAM-focused education by both STEAM-focused teachers as well as the individual domain teachers and found no difference among the two groups. 21st Century Skills Implementation and Beliefs had statistically significant relationships with STEAM Curriculum Beliefs. The two small to moderately statistically significant variables on STEAM Curriculum Implementation were Teaching Efficacy and 21st Century Skills Implementation, which suggests they are the most important factors when considering a STEAM-focused program.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798762106313Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

21st century skillsIndex Terms--Genre/Form:

542853
Electronic books.

Steam-Focused Education : = Teacher Beliefs About School Climate, 21st Century Learning, and Climate for Creativity = Educacion enfocada en steam : creencias de los maestros sobre el clima escolar, el aprendizaje del siglo xxi y el clima para la creatividad.
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500 $a Source: Dissertations Abstracts International, Volume: 83-07, Section: A.
500 $a Advisor: Craven, John.
502 $a Thesis (Ph.D.)--Fordham University, 2021.
504 $a Includes bibliographical references
520 $a Science, Technology, Engineering, Art, Math (STEAM)-focused education argues to include the arts in such curriculums (as opposed to STEM), but the advocacy is outpacing the knowledge on the efficacy of STEAM-focused education. This study examines teachers' beliefs about and implementation of STEAM according to several variables. A 63-question survey instrument was answered by a total of 78 participating middle and high school teachers and explores the beliefs of STEAM-focused education teachers and STEAM subject area teachers about STEAM-focused enacted curriculums and what is most important to teachers when implementing STEAM. It further looks at teacher feelings about their school climates and explores a possible creativity climate connection to STEAM beliefs and/or implementation. Two multiple regression analyses were used to determine relationships between the dependent variables (STEAM Curriculum Beliefs and STEAM Curriculum Implementation) and independent variables (STEAM-focused vs. discipline specific, school climate, creativity climate, teaching 21st century skills beliefs, teaching 21st century beliefs implementation).Most significantly, this study found a standard error of estimate (SEE) was 0.48 likelihood of predicting teachers' beliefs about STEAM-focused education by both STEAM-focused teachers as well as the individual domain teachers and found no difference among the two groups. 21st Century Skills Implementation and Beliefs had statistically significant relationships with STEAM Curriculum Beliefs. The two small to moderately statistically significant variables on STEAM Curriculum Implementation were Teaching Efficacy and 21st Century Skills Implementation, which suggests they are the most important factors when considering a STEAM-focused program.
520 $a La educacion centrada en ciencia, tecnologia, ingenieria, arte, matematicas (STEAM) argumenta incluir las artes en dichos planes de estudio (a diferencia de STEM), pero la promocion esta superando el conocimiento sobre la eficacia de la educacion centrada en STEAM. Este estudio examina las creencias de los profesores acerca de la implementacion de STEAM de acuerdo con varias variables. Un instrumento de encuesta de 63 preguntas fue respondido por un total de 78 maestros de escuelas intermedias y secundarias participantes y explora las creencias de los maestros de educacion enfocados en STEAM y los maestros de materias de STEAM sobre los planes de estudio promulgados enfocados en STEAM y lo que es mas importante para los maestros al implementar STEAM . Ademas, analiza los sentimientos de los maestros sobre el clima escolar y explora una posible conexion entre el clima de creatividad y las creencias y / o implementacion de STEAM. Se utilizaron dos analisis de regresion multiple para determinar las relaciones entre las variables dependientes (Creencias del plan de estudios STEAM e Implementacion del plan de estudios STEAM) y las variables independientes (centrado en STEAM frente a disciplina especifica, clima escolar, clima de creatividad, ensenanza de creencias sobre habilidades del siglo XXI, ensenanza de creencias del siglo XXI implementacion).De manera mas significativa, este estudio encontro que un error estandar de estimacion (SEE) fue de 0.48 de probabilidad de predecir las creencias de los maestros sobre la educacion enfocada en STEAM tanto por parte de los maestros enfocados en STEAM como de los maestros de dominio individual y no encontro diferencias entre los dos grupos. La Implementacion de Habilidades y Creencias del Siglo XXI tuvo relaciones estadisticamente significativas con las Creencias del Curriculo STEAM. Las dos variables pequenas a moderadamente significativas desde el punto de vista estadistico en la implementacion del plan de estudios STEAM fueron la eficacia de la ensenanza y la implementacion de las habilidades del siglo XXI, lo que sugiere que son los factores mas importantes al considerar un programa centrado en STEAM.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 516579
650 4 $a Art education. $3 547650
650 4 $a Curriculum development. $3 684418
653 $a 21st century skills
653 $a school climate
653 $a STEAM
653 $a STEM
653 $a Teacher beliefs
653 $a Teaching efficacy
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0515
690 $a 0273
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710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Fordham University. $b Contemporary Learning and Interdisciplinary Research (CLAIR). $3 3347705
773 0 $t Dissertations Abstracts International $g 83-07A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28869915 $z click for full text (PQDT)