東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Closing the Gap : Addressing the Def...

Roberts, Megan J.,

FindBook

Google Book

Amazon

博客來

Closing the Gap : Addressing the Deficiency of STEM Professional Development for Elementary Educators /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Closing the Gap : Addressing the Deficiency of STEM Professional Development for Elementary Educators // Megan J Roberts.
作者:	Roberts, Megan J.,
面頁冊數:	1 electronic resource (88 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
Contained By:	Dissertations Abstracts International86-05A.
標題:	Mathematics education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31628725
ISBN:	9798346389774

Closing the Gap : Addressing the Deficiency of STEM Professional Development for Elementary Educators /
Roberts, Megan J.,

Closing the Gap : Addressing the Deficiency of STEM Professional Development for Elementary Educators /Megan J Roberts. - 1 electronic resource (88 pages)

Source: Dissertations Abstracts International, Volume: 86-05, Section: A.

To meet the demand for STEM-literate workers, elementary and secondary schools are integrating STEM curriculum and pedagogy into their daily routines. According to the National Academy of Engineering and National Research Council (2014), STEM literacy entails understanding the roles of science, technology, engineering, and mathematics in modern society, grasping fundamental concepts from each area, and applying these skills fluently in everyday contexts (p. 34). With 2.4 million unfilled STEM jobs for every unemployed STEM graduate (National Science Board, 2012), the economic imperative for producing STEM-capable students is clear. To maximize students' STEM potential, schools must enhance their STEM education efforts and refine instructional practices. Gomez and Albrecht (2013) advocate an interdisciplinary STEM pedagogy that connects learning to real-world applications, preparing students for future STEM careers.Initiatives have begun to integrate engineering and technology into traditional math and science classrooms, promoting project-based learning through the engineering design process (National Science Board, 2007). This approach encourages students to apply their knowledge to solve practical problems, aligning with effective STEM pedagogy where learning occurs through hands-on experience. However, neglecting STEM and science education in favor of prioritizing other subjects can hinder overall academic achievement in reading and math (Royce, 2024).Research indicates that broad background knowledge correlates with better reading comprehension, as prior experiences enrich students' understanding of text content (Schwartz, 2024). Educators can foster connections that enhance reading comprehension and overall academic achievement by allowing students to explore, engage, and investigate STEM concepts.The theory of improvement in my dissertation aims to observe teachers' actions and reactions to their involvement in a "just in time" STEM kit professional development, Professional development serves as the primary driver for this change, aiming to validate its effectiveness within my elementary school. This approach underscores the critical role of ongoing teacher training in building confidence and competence in STEM education, preparing educators to effectively integrate STEM across the curriculum and enhance student learning outcomes.

English

ISBN: 9798346389774Subjects--Topical Terms:

641129
Mathematics education.

Closing the Gap : Addressing the Deficiency of STEM Professional Development for Elementary Educators /
LDR:03834nmm a22004333i 4500 001 2433020
005 20250818063911.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798346389774
035 $a (MiAaPQD)AAI31628725
035 $a (MiAaPQD)Pittsburgh46835
035 $a AAI31628725
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Roberts, Megan J., $e author. $3 3822461
245 1 0 $a Closing the Gap : Addressing the Deficiency of STEM Professional Development for Elementary Educators / $c Megan J Roberts.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (88 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
500 $a Advisors: Bebout, Ann; Vasudevan, Veena; Boulder, Tinukwa.
502 $b Ed.D. $c University of Pittsburgh $d 2024.
520 $a To meet the demand for STEM-literate workers, elementary and secondary schools are integrating STEM curriculum and pedagogy into their daily routines. According to the National Academy of Engineering and National Research Council (2014), STEM literacy entails understanding the roles of science, technology, engineering, and mathematics in modern society, grasping fundamental concepts from each area, and applying these skills fluently in everyday contexts (p. 34). With 2.4 million unfilled STEM jobs for every unemployed STEM graduate (National Science Board, 2012), the economic imperative for producing STEM-capable students is clear. To maximize students' STEM potential, schools must enhance their STEM education efforts and refine instructional practices. Gomez and Albrecht (2013) advocate an interdisciplinary STEM pedagogy that connects learning to real-world applications, preparing students for future STEM careers.Initiatives have begun to integrate engineering and technology into traditional math and science classrooms, promoting project-based learning through the engineering design process (National Science Board, 2007). This approach encourages students to apply their knowledge to solve practical problems, aligning with effective STEM pedagogy where learning occurs through hands-on experience. However, neglecting STEM and science education in favor of prioritizing other subjects can hinder overall academic achievement in reading and math (Royce, 2024).Research indicates that broad background knowledge correlates with better reading comprehension, as prior experiences enrich students' understanding of text content (Schwartz, 2024). Educators can foster connections that enhance reading comprehension and overall academic achievement by allowing students to explore, engage, and investigate STEM concepts.The theory of improvement in my dissertation aims to observe teachers' actions and reactions to their involvement in a "just in time" STEM kit professional development, Professional development serves as the primary driver for this change, aiming to validate its effectiveness within my elementary school. This approach underscores the critical role of ongoing teacher training in building confidence and competence in STEM education, preparing educators to effectively integrate STEM across the curriculum and enhance student learning outcomes.
546 $a English
590 $a School code: 0178
650 4 $a Mathematics education. $3 641129
650 4 $a Science education. $3 521340
650 4 $a Elementary schools. $3 644175
650 4 $a Decision making. $3 517204
650 4 $a Continuing education. $3 527504
650 4 $a Elementary education. $3 641385
690 $a 0280
690 $a 0714
690 $a 0651
690 $a 0524
690 $a 0454
710 2 $a University of Pittsburgh. $e degree granting institution. $3 3759199
720 1 $a Bebout, Ann $e degree supervisor.
720 1 $a Vasudevan, Veena $e degree supervisor.
720 1 $a Boulder, Tinukwa $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-05A.
790 $a 0178
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31628725