This study aims to generate a conceptual framework for specialized Science, Technology, Engineering, and Mathematics (STEM) schools. To do so, we focused on literature and found specialized STEM schools have existed for over 100 years and recently expanded nationwide. The current perception for these schools can be described as unique environments including advanced curriculum, expert teachers, and opportunities for internships and immersion. Researchers have categorized these schools with three types: (a) selective STEM schools, (b) inclusive STEM schools, and (c) schools with STEM-focused career and technical education (CTE). Finding from the studies exploring college and career readiness of students attending these schools revealed students from specialized STEM schools are performing slightly better on high-stake mathematics and science tests in comparison with students in traditional schools. Studies also showed students from specialized STEM schools are more interested in STEM, more willing to attend classes, more likely to pass state tests, and more likely to earn college degrees. After synthesizing the literature, we created a conceptual framework of effective learning environments for specialized STEM schools using an ecology metaphor. This framework included actors (students, teachers, community leaders, and role models), contextual factors (learning environments, curriculum, instructional strategies, advanced coursework, and technology use), and actions (teaching, learning, immersion, communication, partnering, mentoring, support, and assessment).

Recent studies on professional development programs indicate these programs, when sustained, have a positive impact on student achievement; however, many of these studies have failed to use longitudinal data. The purpose of this study is to understand the how one particular instructional practice (STEM PBL) used consistently influence student achievement. Three urban high schools in the southwest U.S. were assigned to participate in a professional development program for STEM teachers. Data for 565 students from these schools were collected at grade 8, 10, and 11. According to instructional practice observation tool, School 1 had a high level of STEM PBL implementation, school 2 showed an average level of STEM PBL implementation, and school 3 had almost no STEM PBL implementation. Results indicated students' success for school 1 was significantly different than students' success for schools 2 and 3. Results also indicated no difference in student data for ethnicity in school 1.

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Present study reviews empirical research studies related to learning science in online learning environments as a community. Studies published between 1995 and 2015 were searched by using ERIC and EBSCOhost databases. As a result, fifteen studies were selected for review. Identified studies were analyzed with a qualitative content analysis method suggested by Li and Tsai (2013). Content from the studies regarding social interaction in online learning environments while teaching or learning science were analyzed to identify research purposes, theoretical foundations, and learning foci. Results indicated of the 15 studies, six studies were built on a specific learning theory. Of the 15 studies, eleven indicated that their focus was socio-contextual learning. Scientific process was studied in eight studies. Six focused on scientific knowledge, five focused on engagement, four considered effect as their focus, and one studied problem solving. The importance of online learning environments for learning science was pointed to better integrate technology and education.

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