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Dissertation FINAL_Trudy Giasi.pdf (3.89 MB)

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Post-Program Implementation of Integrated STEM Instruction in K-8 Urban Schools: A Qualitative Case Study

Giasi, Trudy Carnate
http://orcid.org/0000-0001-5606-9718
http://rave.ohiolink.edu/etdc/view?acc_num=osu1525688091215031

Abstract Details

2018, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Integrated science, technology, engineering, and math education, referred to as integrated STEM education, is becoming more common in US educational systems so as to meet the need of a growing STEM workforce. As a result, districts, schools, and educators at all levels are developing and engaging in programs which seek to develop the capacity of teachers and increase student learning outcomes in STEM subjects, as well as across subjects. Integrated STEAM education, which includes the arts, is also a common form of STEM programming. Often, educational program researchers investigate professional development design and/or innovative programming and the resulting initial teacher implementation practices and/or student learning outcomes, especially within the growing field of integrated STEM research. However, only a small amount of research has been conducted on interventions or innovations past the funded implementation phase to determine what programming components or practices were sustained. The purpose of the study is to address the need for and gap in knowledge of educational research related to the sustainability of integrated STEM teaching and learning in high-needs urban K-8 school settings following initial program implementation. This study adds to the research on STEM education, as well as sustainability of implementation by determining what instructional practices, if any, from a year-long professional development program are being continued, discontinued, or adapted post-implementation. Participants in this study are K-8 teachers within high-needs urban schools who initially engaged in the EiE: Building 21st Century STEM Learners (B21stCSL) program between 2015-2017 (Cohorts 1 & 2). Specifically, this qualitative study seeks to answer the following questions: (1) How do K-8 teachers in the B21stCSL program approach integrated STEM teaching and learning following initial program implementation? (2) Following the initial implementation year, how is K-8 integrated STEM teaching and learning supported and disseminated in B21stCSL program schools? (3) What are the challenges to sustained integrated STEM teaching and learning in K-8 high-needs urban settings?
Karen Irving (Advisor)
Patricia Brosnan (Committee Member)
Rachel Kajfez (Committee Member)
218 p.
Education
STEM Education; Urban; High-Needs; Sustainability; Case Study

Recommended Citations

Citations

  • Giasi, T. C. (2018). Post-Program Implementation of Integrated STEM Instruction in K-8 Urban Schools: A Qualitative Case Study [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525688091215031

    APA Style (7th edition)

  • Giasi, Trudy. Post-Program Implementation of Integrated STEM Instruction in K-8 Urban Schools: A Qualitative Case Study. 2018. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1525688091215031.

    MLA Style (8th edition)

  • Giasi, Trudy. "Post-Program Implementation of Integrated STEM Instruction in K-8 Urban Schools: A Qualitative Case Study." Doctoral dissertation, Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525688091215031

    Chicago Manual of Style (17th edition)

osu1525688091215031
809
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This open access ETD is published by The Ohio State University and OhioLINK.