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In this study, we discussed the participating teachers" implementation and understanding of science, technology, engineering and mathematics (STEM) project based learning (PBL). A research team at a STEM center systematically offered professional development activities to 92 teachers in an urban school district in the southern U.S. To investigate the teachers" implementation and understanding of the STEM PBL pedagogy, we conducted a collective case study with five teachers. Study data included interviews, in-class observations, and lesson plans designed and implemented by the teachers. The results of this study indicated that the PD sessions were effective in communicating several important concepts about STEM PBL. Nevertheless, our observations revealed that five teachers" classroom enactments did not necessarily convey their understanding of STEM PBL.

The present study aims to investigate the effects of smartphone use by college students on their perceived academic performance. Using five hypotheses derived from the literature related to smartphone use, the initial model was set up for path analysis to reveal the relationships among variables regarding college students' smartphone use in the academic setting. Moreover, multiple group analyses were additionally conducted to verify whether students exhibited different relationships in the hypothesized model depending on their majors. The results from path analyses showed that all path coefficients were positive and statistically significant, which indicated that all five hypothesized paths were supported. Above all, the results from multiple group analysis showed that one path (from Behavioural Intention to Use Smartphone to Academic Performance) differed significantly across groups. The findings from the current study provide educational policymakers and educators with information on how smartphone utilization in learning activities influences students' academic performance.

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Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities, and student achievement. Qualitative and quantitative data were collected. The students who experienced the greatest fidelity of implementation exhibited the greatest gains (d D 1.41-2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains (d D-0.16 to-0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning.

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The purpose of this study was to explore how a science, technology, engineering, and mathematics (STEM) project with mathematical modeling influenced student competencies regarding sustainability in a university classroom. We used mixed methods with a convergent parallel design. Forty-two students participated in a STEM project during six consecutive sessions of an algebra class. Before and after the STEM project, the students completed surveys about their perceptions of the mathematical modeling approach. Semi-structured interviews and daily reflection sheets from 10 volunteers were used in qualitative analyses. According to the results of the quantitative analysis, after the completion of the STEM project students perceived that mathematical modeling is a useful tool for recognizing problem situations in the present, for predicting future societal changes, and identifying possible solutions to balance the needs of present and future generations. Our qualitative examination revealed that students’ modeling processes did not necessarily follow processes suggested by prior studies. In fact, students perceived more opportunities to practice modeling processes than we predicted. In addition, students indicated that their increased awareness of STEM projects provided opportunities to practice an interdisciplinary approach and to consider current and future real-world situations. We discuss the implications of our results for teaching sustainability using STEM projects and offer suggestions for future research.

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