Assessing Elementary In-Service Teachers' STEM-Centric Lesson Plans

Autor/inn/en	Bowers, Sharon W.; Ernst, Jeremy V.
Titel	Assessing Elementary In-Service Teachers' STEM-Centric Lesson Plans
Quelle	In: Journal of STEM Education: Innovations and Research, 19 (2018) 2, S.5-12 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Elementary School Teachers; Science Teachers; STEM Education; Lesson Plans; Instructional Leadership; Faculty Development; Hypothesis Testing; Graduate Study; Maryland + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; STEM; Lesson planning; Unterrichtsplanung; Instruction; Leadership; Bildung; Erziehung; Führung; Hypothesenprüfung; Hypothesentest; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	National and state-based science and Science, Technology, Engineering, and Mathematics (STEM) initiatives expect educators to incorporate inquiry- and design-based practices into their STEM-centric lesson planning. While this is a new expectation and may be a challenge for all, it is an even more prohibitive barrier for elementary teachers who often find STEM outside of their comfort zones. Graduate coursework sensitive and attentive to elementary teachers' needs is essential to prepare teachers for these instructional demands. The Elementary STEM Instructional Leadership (ESIL) graduate program at McDaniel College, a small, liberal arts school in Maryland, developed such a program in conjunction with Carroll County Public Schools and the National Institute of Aerospace. The pilot cohort of elementary teachers for the ESIL program was the audience for this quantitative study. Lesson plans developed by this cohort were assessed to gauge the teachers' proficiencies in planning STEM-centric lessons. A proportion of agreement consensus and test of hypothetical value provided results that suggest that the sample population demonstrated proficient planning abilities for targeted standards. Findings from this research not only add to the field's knowledge of elements in the promotion of graduate coursework that leads to elementary in-service teachers' proficiency in planning STEM-centric lessons, but also have broader implications for teacher education at large. The McDaniel College ESIL model could frame flexible K-12 teacher education as it promotes analytical thinking and self-reflection. (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01