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Professional Development for the Integration of Engineering in High School STEM Classrooms

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Title: Professional Development for the Integration of Engineering in High School STEM Classrooms
Language: English
Authors: Singer, Jonathan E., Ross, Julia M., Jackson-Lee, Yvette
Source: Journal of Pre-College Engineering Education Research. 2016 6(1).
Availability: Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jpeer/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2016
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DRL0822286
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Engineering Education, High Schools, Integrated Curriculum, STEM Education, Secondary School Teachers, Faculty Development, Protocol Materials, Lesson Observation Criteria, Teacher Competency Testing, Journal Writing, Content Analysis, Qualitative Research, Statistical Analysis
DOI: 10.7771/2157-9288.1130
ISSN: 2157-9288
Abstract: Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. is in transition. The recently published "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" as well as the "Next Generation Science Standards" are responsive to this call and clearly articulate a vision that includes engineering practices as key components. This shift presents significant challenges to school districts owing to a stark lack of research-based engineering-focused instructional materials and corresponding teacher professional development. The purpose of this study was to investigate the impact of a professional development program on high school STEM teachers' ability to enact design-based pedagogical practices associated with the pre-selected engineering design curriculum (INSPIRES Engineering in Healthcare: A Heart-Lung System Case Study). Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP). Findings demonstrated that RTOP scores were statistically significant.
Abstractor: As Provided
Number of References: 34
Entry Date: 2016
Accession Number: EJ1110491
Database: ERIC
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  Data: Professional Development for the Integration of Engineering in High School STEM Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Singer%2C+Jonathan+E%2E%22">Singer, Jonathan E.</searchLink><br /><searchLink fieldCode="AR" term="%22Ross%2C+Julia+M%2E%22">Ross, Julia M.</searchLink><br /><searchLink fieldCode="AR" term="%22Jackson-Lee%2C+Yvette%22">Jackson-Lee, Yvette</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Pre-College+Engineering+Education+Research%22"><i>Journal of Pre-College Engineering Education Research</i></searchLink>. 2016 6(1).
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  Data: Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jpeer/
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  Data: 15
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  Data: National Science Foundation (NSF)
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  Data: 10.7771/2157-9288.1130
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  Data: 2157-9288
– Name: Abstract
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  Data: Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. is in transition. The recently published "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" as well as the "Next Generation Science Standards" are responsive to this call and clearly articulate a vision that includes engineering practices as key components. This shift presents significant challenges to school districts owing to a stark lack of research-based engineering-focused instructional materials and corresponding teacher professional development. The purpose of this study was to investigate the impact of a professional development program on high school STEM teachers' ability to enact design-based pedagogical practices associated with the pre-selected engineering design curriculum (INSPIRES Engineering in Healthcare: A Heart-Lung System Case Study). Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP). Findings demonstrated that RTOP scores were statistically significant.
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        Value: 10.7771/2157-9288.1130
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      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: High Schools
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