The effectiveness of an Integrated STEM Professional Development Model for elementary teachers was evaluated in terms of students’ perceptions of the classroom learning environment and student outcomes towards mathematics. The sample consisted of 664 grade 3 – 5 mathematics students from 41 mathematics classrooms. Students from a STEM focused elementary school (Morriss) provided 191 student responses with 473 student responses coming from 4 other elementary schools within the same school district. The students responded to a learning environment questionnaire based on three scales from the What Is Happening In this Class? (WIHIC) and the attitude scale from the Test Of Science Related Attitudes (TOSRA).
Factor structure, internal consistency reliability, discriminate validity, and the ability to distinguish between different classes were supported by data analysis of Morriss and Other student groups. An ANOVA was used which produced statistically significant differences in the Cooperation scale. Morriss students’ perceived higher levels of cooperation in their classrooms relative to Other students from schools within the same school district. Student outcomes (Achievement and Attitudes) showed a significant difference suggesting that the Morriss students may be performing better on Achievement assessments based on teacher preparation. However, data also suggest Similar groups of students enjoy their mathematics class at a significantly higher level than Morriss students.
Inhaltsverzeichnis (Table of Contents)
- Chapter 1
- Introduction to Chapter 1
- Background Information
- STEM Education
- Description of Morriss Elementary
- STEM Professional Development Model
- State of Texas Assessment of Academic Readiness (STARR)
- Significance of This Study
- Purpose of This Study
- Research Questions
- Overview of the Chapters of This Study
- Chapter 2
- Introduction to Chapter 2
- Historical Background of Educational Environments Research
- Learning Environment Instruments
- Varieties of Learning Environment Questionnaires
- What Is Happening In This Class? (WIHIC)
- Test Of Science Related Attitudes (TOSRA)
- Research Involving Classroom Environment Research
- Associations Between Student Outcomes and Classroom Environment
- Evaluations of Educational Innovations
- Summary of Literature Review
- Chapter 3
- Introduction to Chapter 3
- Methods of Data Analysis for Research Questions
- Data Analysis of Research Question #1
- Data Analysis of Research Question #2
- Data Analysis of Research Question #3
- Learning Environment Instrument
- Selection and Modification of Learning Environment Scales
- Development of the Modified Attitude Scale
- Final Development of the Learning Environment Instrument
- Sample
- Data Collection Procedures
- Summary of Chapter 3
- Chapter 4
- Introduction to Chapter 4
- Validity and Reliability of Learning Environment Scales Based the WIHIC and an Attitude Scale Based on the TOSRA
- Factor Analysis of the Learning Environment Scales based on the WIHIC (Investigation, Cooperation and Involvement) and an Attitude Scale (Enjoyment) from the TOSRA
- Internal Consistency Reliability of Learning Environment Scales Based on the WIHIC (Investigation, Cooperation, and Involvement) and TOSRA attitude scale (Enjoyment)
- Ability of the Learning Environment Scales Based on the WIHIC to Differentiate Between Classrooms
- Effectiveness of Integrated STEM Professional Development for Mathematics Teachers
- Comparison of Perceived Learning Environment for Students of STEM (Morriss) Professional Development Model and Students of Traditional Professional Development Model
- Student Achievement for Students of STEM Professional Development Model and Students of Traditional Professional Development Model
- Student Attitude for Students of STEM Professional Development Model and Students of Traditional Professional Development Model
- Summary of Analyses and Results
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study aims to evaluate the effectiveness of an Integrated STEM Professional Development Model for elementary teachers. It investigates the impact of this model on students' perceptions of the classroom learning environment, particularly focusing on collaboration, and its influence on student outcomes in mathematics, including achievement and attitudes. * **STEM Education and its Implementation in Elementary Schools:** The study examines the role of STEM education in elementary schools and explores how an integrated professional development model supports its integration. * **Teacher Training and Professional Development:** The study investigates the impact of a specific STEM-focused professional development model on teacher practices and student learning. * **Classroom Environment and Student Engagement:** The study analyzes the relationship between the classroom environment, as perceived by students, and student outcomes. * **Student Outcomes in Mathematics:** The study explores the effects of the professional development model on student achievement and attitudes towards mathematics. * **Comparison of STEM and Traditional Professional Development Models:** The study compares the effects of the STEM-focused model with traditional professional development models, focusing on student perceptions, achievement, and attitudes.Zusammenfassung der Kapitel (Chapter Summaries)
- **Chapter 1:** This chapter introduces the study and provides background information on STEM education, the Morriss Elementary School, the STEM Professional Development Model, and the State of Texas Assessment of Academic Readiness (STARR). It also outlines the study's significance, purpose, research questions, and a brief overview of the following chapters.
- **Chapter 2:** This chapter presents a literature review exploring the historical background of educational environments research, the various learning environment instruments available, and research on the relationship between student outcomes and classroom environment. The chapter specifically focuses on the WIHIC and TOSRA instruments and their relevance to the study. It also examines existing evaluations of educational innovations.
- **Chapter 3:** This chapter outlines the research methodology employed in the study, including the data analysis methods used to address the research questions, the selection and modification of the learning environment scales, and the development of the modified attitude scale. It further describes the sample, data collection procedures, and provides a summary of the chapter.
- **Chapter 4:** This chapter presents the analyses and results of the study, focusing on the validity and reliability of the learning environment scales based on the WIHIC and an attitude scale based on the TOSRA. It also explores the effectiveness of the integrated STEM professional development model for mathematics teachers, comparing the perceived learning environment, student achievement, and student attitudes of students exposed to the STEM model and those exposed to traditional professional development models.
Schlüsselwörter (Keywords)
The study examines the impact of a STEM-focused professional development model on the learning environment and student outcomes in mathematics at the elementary level. Key terms include: STEM education, professional development, classroom environment, student engagement, student achievement, student attitudes, integrated STEM model, traditional professional development, WIHIC, TOSRA, elementary education, mathematics, research, evaluation, assessment.
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- Ronnie Thompson (Autor:in), 2013, Evaluation of an Integrated STEM Professional Development Model into an Elementary School, München, GRIN Verlag, https://www.grin.com/document/233306
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