Investigation Based Stem Professional Development For Elementary Teachers

I assessed the students’ intellectual involvement during the Science Tool Learning Center and the Help Harry STEM activity. The assessment included worksheets, designing a perch, and a survey of the students’ teamwork efforts. During the learning center, the students had to complete a worksheet the corresponded with the station they were currently at. For example, at the balance station, the students had to follow the prompts by using the balance and answering the questions on the worksheet. Not only did they have to have their “minds-on” to complete the worksheet, they were also involved in “hands-on” activities by using the science tools. Furthermore, during the Help Harry STEM activity, the students were instructed to design and build a

STEM (science, technology, engineering and mathematic) includes some of the most versatile and important careers in the modern world. Most new developments that are making the world a better place to live are from the influences of STEM fields. As the world becomes more technologically developed there is an increase demand for students well-trained in the STEM related fields. To keep pace with this rapidly expanding area of the economy requires an adequate number of P-12 teachers with the necessary content knowledge and skills to train the next generation. Currently, Texas is facing a critical shortage of teachers with strong backgrounds in STEM. This STEM teacher shortage is impacting student learning and if too many teachers pursue degrees

Evaluation is vital to education, whether it is a new reform or a back to basics approach. STEM education remains open to interpretation. Drew states that the quality and efficacy of programs across the United States require quantitative and qualitative evaluations (2011). These studies should include the long-term benefits of grant funding and best practices for sustaining effective STEM programs when the grants and funds from corporate sponsors terminate (Johnson, 2014). Ultimately, the evaluation and research requires dissemination to schools across the country in order to affect the necessary reforms.

The STEM program requires critical improvements in curriculum and innovations in instructional practices. Rider-Bertrand said, “ITEEA will continue to invest in the development of tools and resources aimed at promoting technology and engineering education that are research-based and innovative. The STEM program is made for kindergarten to 12th grade.

From collaborative learning inside of the student’s clusters of desk to hands-on lessons in STEM discovery, Galaviz is continually working to push the STEM envelope at Garfield Elementary. She hosts a Saturday STEM club for 4th - 6th graders, and recently, through a two-year grant funded by NASA and a partnership with Boise State University, she has trail-blazed even more at home learning opportunities. For K-6, each classroom now has the ability to take STEM backpacks home over the weekend. With three different lesson plans, students can now bring STEM home, experimenting and creating with the help of their

My area of interest deals with teacher efficacy in STEM education. The article I have chosen discusses issues related to teacher efficacy, standardizing STEM education, using educational theories, pedagogical approaches, increasing teacher capacity and supports provided to teachers in STEM education. This topic is relevant because it supports the idea of building the efficacy of educators in STEM that is needed to prepare our students for the 21st century global workforce.

STEM or Science, Technology, Engineering, and Math was started last year in this school. In STEM you get to learn about all these topics by testing experiments and researching. STEM helps everyone learn for the future and helps them become innovators, leaders, educators, and researchers.

The reauthorization of ESEA, Every Student Succeeds Act (ESSA) renewed the nation’s commitment to equal opportunity for all students. The revision in ESSA included STEM education and professional development, but not to the extent originally proposed in the ECAA. The ESSA required the integration of engineering design skills and practices into the states’ science assessments (§1201). States were expected to carry out programs that provided alternative routes for State certification, “especially for teachers of… science, technology, engineering, mathematics” (§2101). The ESSA made states and local agencies responsible for developing and providing professional development for teachers in order to promote high-quality instruction in science, technology, engineering, mathematics, and computer science (§2101, §2103). The ESSA used the acronym STEM in two separate sections of the policy. A “STEM Master Teacher” referred to “a State-led effort to elevate the status of the science, technology, engineering, and mathematics teaching profession” (§2245). The second usage of the acronym described

In the Early Childhood and Special Education program at Valdosta State University, students and professors follow a set of principles called the Valdosta State University Dewar College of Education and Human Services Conceptual Principles: Guiding Principles. These principles are supposed to be the foundation for teacher candidates in this program. These dispositions are in place to help instill professional, ethical, and successful beliefs and values into the program’s students. Post-graduation, when looking for jobs, many school districts and potential employers want to know about teacher candidate dispositions to better understand the teacher candidate’s overall potential as an employee. These concepts include skills and mindsets that student

The stereotypes surrounding this group are only having one method of teaching, constantly skipping class days, not promoting STEM fields to students, not extending due dates, and not explaining dimensional analysis problems thoroughly. Science teachers debunk these stereotypes by finding out new methods of teaching online and skipping days of class for finishing powerpoint, quizzes, tests or grading. Science teachers also promote the STEM fields by taking students on field trips with clubs that showcase the jobs in the STEM fields. Dimensional analysis problems are explained thoroughly but with parts missing because students learn better by figuring out what to do themselves. Due dates on complex science lessons are extended if the teachers is presented a good reason to do so. To stop these stereotypes from becoming misconception science teachers everywhere would have to expand their ways of teaching, promote STEM fields, extend due date within a valid reason, not as miss a lot of school days and explain dimensional analysis

Toglia, research suggests that “lack of influence develop early in childhoods which are results of factors such as socioeconomic status, parent’s occupations, education levels, and parental expectations” (Toglia, 2013). The lack of support from the students’ parents, accessibility to resources, and technology are factors that may cause the discouragement of students from passing the assessments for certifications. By collaborating, the counselors and teachers can identify the students who are affected the most The data set states that 58% of males in the CTE department at Open Air High School are passing the assessments required for licensure or certification. The counselors and CTE educators should concentrate their efforts on the barriers that the female students face within the CTE department and why the female students aren’t passing the assessments for licensure. Hamilton, Malin and Hackmann states that there are several factors that contribute to female under-participation within STEM/CTE related fields which includes lack of self-confidence, loss of interest in science and math during middle school, insufficient exposure to nontraditional occupations and role models, gender-biased career guidance practice/published

People who want to undertake a STEM job in the future may not have the classes in high school that they want to take. If we had STEM classes they would be able to continue their education in that subject. Take me as an example, I want to have a job as a coder, but my high school doesn’t offer any classes in that subject. It doesn’t have to be a required class, it could be an elective for those who want to take this class. Some people, however, may say that hiring teachers for the job may be too costly. We put a lot of money into our sports each year, don’t you think that we could take a little piece of that and put it into STEM? Also, maybe you don’t need to hire a new teacher, maybe there is one in the

WIP: Assessing Engineering Self-Efficacy Beliefs of Middle and High School Science Teachers and Impact of a Graduate Level Course on Self-Efficacy Beliefs of K-12 Science Teachers

The United States Department of Education is committed to ensuring that all students have access to a quality Science, Technology, Engineering, and Mathematics (STEM) education (“Science, Technology, Engineering, and Math”, n.d.). Despite this commitment, reports indicate a decline in STEM proficiency as well as a lack of qualified teachers to respond to the deficiency (Holdren, Lander, & Varmus, 2009). The lack of qualified STEM teachers has resulted in critical shortage areas in many districts across the United States, prompting policy reform allowing alternative certification pathways to alleviate shortages (“Alternative Routes”, n.d.). Even with a reduction in critical shortage areas, preliminary reports continue to show little or no

A STEM education is a necessity in the United States because the country is lacking knowledgeable people in such fields. However, one is better equipped for multiple job and career positions with the addition of a liberal arts education. It is nearly impossible to transition to different careers with only vocational training. In 2003, the Organization for Economic Cooperation and Development studied math and science literacy among fifteen year olds. The United States was ranked number twenty-four in math literacy (Drew 27). They are behind countries such as Finland, Slovak Republic, and Hungary. Likewise, the United States was ranked number nineteen in science literacy (Drew 27). It is obvious that the country is behind. STEM education needs to be reformed at the secondary and post-secondary levels of schooling. Katrina Trinko, a member of USA TODAY’s Board of Contributors, agrees that more emphasis should be placed on STEM education; however, this emphasis should not be at the sacrifice of a good liberal arts education. She writes, “Even technology wizards can become more innovative with a solid background in liberal arts” (Trinko 6). A liberal arts education is beneficial to people in all career fields.