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Investigating the Criteria and Processes Used in the Selection, Implementation, and Evaluation of STEM within K-12 Education

Delp, Matthew (2016) Investigating the Criteria and Processes Used in the Selection, Implementation, and Evaluation of STEM within K-12 Education. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

This study utilized survey research to investigate how school districts within K-12 education select, implement, and evaluate Science, Technology, Engineering, and Mathematics (STEM) programs. Thirty school districts within the Math and Science Collaborative located in Western Pennsylvania participated in this research. In addition to characterizing the STEM programs of the participating school districts, this study also analyzed the alignment of these programs to the components of comprehensive STEM programs and critical approaches to substantiate STEM program implementation as stated in the literature (Augustine, 2005; Bybee, 2010a, 2010b; Carnevale et al., 2011; DeJarnette, 2010; Epstein & Miller, 2011b; Gardner et al., 1983; Hossain & Robinson, 2011, 2012; Kuenzi, 2008).
Findings suggest that the primary goal for school districts, as it relates to STEM program implementation, is to influence students’ interest and pursuit of STEM-related careers and degrees. In order to achieve this goal, results of this study indicate the focus of STEM program implementation occurs with the greatest frequency at the middle school (grades seven and eight) level, are developed as an adaptation to the curriculum, and are very diverse from one school district to the next. In addition, findings suggest that although school districts maintain they aim to promote careers and degrees in STEM, districts rely on traditional methods of evaluating STEM program implementation (i.e. standardized test scores) and do not track the longitudinal impact their STEM programs as they related to degrees and careers in STEM. Furthermore, results indicate district STEM programs are not aligned to the characteristics of comprehensive STEM programs as defined by the literature.
In order to address the misalignment of school district goals and evaluation processes involved in STEM program implementation and the absence of the characteristics commensurate with comprehensive STEM programs, this study has created a framework to guide school districts in STEM program selection, implementation, and evaluation.

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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Delp, Matthewmjd91@pitt.eduMJD
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairTananis, Cynthiatananis@pitt.eduTANANIS
Committee MemberLongo, Jerrylongoj@pitt.eduLONGOJ
Committee MemberMcClure, Maureen W.mmcclure@pitt.eduMMCCLURE
Committee MemberTrovato, Charlenetrovato@pitt.eduTROVATO
Date: 9 May 2016
Date Type: Publication
Defense Date: 24 February 2016
Approval Date: 9 May 2016
Submission Date: 20 April 2016
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 200
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: STEM, Education
Date Deposited: 09 May 2016 17:16
Last Modified: 15 Nov 2016 14:32
URI: http://d-scholarship.pitt.edu/id/eprint/27760

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