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Investigating Teacher Strategies for Developing iSTEM Pedagogies in a School's Innovation Center

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Title: Investigating Teacher Strategies for Developing iSTEM Pedagogies in a School's Innovation Center
Language: English
Authors: Gregory Severino
Source: ProQuest LLC. 2024Ed.D. Dissertation, University of Massachusetts Lowell.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 228
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Tests/Questionnaires
Education Level: High Schools
Secondary Education
Descriptors: Educational Strategies, Teaching Methods, STEM Education, Instructional Development, Educational Innovation, High School Students, Integrated Curriculum, Shared Resources and Services, Faculty Development, Curriculum Development, Time Management
ISBN: 979-83-8273-416-3
Abstract: This descriptive, qualitative case study investigated how three high school teachers in non-STEM subject areas developed integrated STEM (iSTEM) pedagogies for conventional classroom lessons in a high-technology makerspace. The school in focus adopted a STEM teaching policy that required all teachers to implement iSTEM teaching in the school's makerspace called the Innovation Center. However, pre-study, needs-assessment data revealed that many staff teachers viewed iSTEM teaching in the Innovation Center as a somewhat unrealistic expectation for literature-supported reasons that included a lack of professional and teacher candidacy training for iSTEM, ambiguity in defining iSTEM literacy, daily demands of meeting a standardized curriculum, unfamiliarity with teaching in a makerspace, and an ambiguity regarding STEM policy learning initiatives. The study group of teachers underwent a targeted professional development program, and afterward, they taught their own self-described iSTEM lesson in the Innovation Center. Data collection included interviewing and observations. The study's findings revealed that iSTEM makerspace education offers significant, positive affordances for teachers, including curriculum renewal, an impetus to take risks, and a clearer vision of iSTEM teaching. However, teachers also reported that to overcome barriers to iSTEM makerspace teaching, they need support that addresses time management issues and daily scheduling, meaningful professional development, and clear lesson exemplars of iSTEM that work within their classroom structures. This research will provide insights into some practical instructional approaches educators can take when introducing iSTEM makerspace learning into their classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30992673
Accession Number: ED652941
Database: ERIC
FullText Text:
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  Data: Investigating Teacher Strategies for Developing iSTEM Pedagogies in a School's Innovation Center
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  Data: This descriptive, qualitative case study investigated how three high school teachers in non-STEM subject areas developed integrated STEM (iSTEM) pedagogies for conventional classroom lessons in a high-technology makerspace. The school in focus adopted a STEM teaching policy that required all teachers to implement iSTEM teaching in the school's makerspace called the Innovation Center. However, pre-study, needs-assessment data revealed that many staff teachers viewed iSTEM teaching in the Innovation Center as a somewhat unrealistic expectation for literature-supported reasons that included a lack of professional and teacher candidacy training for iSTEM, ambiguity in defining iSTEM literacy, daily demands of meeting a standardized curriculum, unfamiliarity with teaching in a makerspace, and an ambiguity regarding STEM policy learning initiatives. The study group of teachers underwent a targeted professional development program, and afterward, they taught their own self-described iSTEM lesson in the Innovation Center. Data collection included interviewing and observations. The study's findings revealed that iSTEM makerspace education offers significant, positive affordances for teachers, including curriculum renewal, an impetus to take risks, and a clearer vision of iSTEM teaching. However, teachers also reported that to overcome barriers to iSTEM makerspace teaching, they need support that addresses time management issues and daily scheduling, meaningful professional development, and clear lesson exemplars of iSTEM that work within their classroom structures. This research will provide insights into some practical instructional approaches educators can take when introducing iSTEM makerspace learning into their classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 228
    Subjects:
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Instructional Development
        Type: general
      – SubjectFull: Educational Innovation
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Integrated Curriculum
        Type: general
      – SubjectFull: Shared Resources and Services
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Time Management
        Type: general
    Titles:
      – TitleFull: Investigating Teacher Strategies for Developing iSTEM Pedagogies in a School's Innovation Center
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              Y: 2024
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