A Policy-Relevant Instrumental Case Study of an Inclusive STEM-Focused High School: Manor New Tech High

Lynch, Sharon J.; Spillane, Nancy; House, Ann; Peters‐Burton, Erin E.; Behrend, Tara S.; Ross, Kathleen; Han, Edmund M.

doi:10.18404/ijemst.75656

Cited by 13 publications

(16 citation statements)

References 14 publications

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“…The data showed that long-term lesson planning had significantly higher scores on the rubric as compared to the short-termed lessons. This difference is consistent with the literature regarding the need for students to have time to develop and practice skills (Lynch et al, 2017;NGSS Lead States, 2013). The extended time allows students to monitor and reflect on their progress while working toward self-regulation of the skill (Carpenter & Pease, 2013;English & Kitsantas, 2013).…”

Section: Short-term Vs Long-term Lessonssupporting

confidence: 91%

“…Overall, there were no statistically significant differences in the total 21CLD scores across grade levels. This is consistent with the missions of the ISHSs in this study to shift responsibility for learning to the students by weaving 21 st Century skills throughout high school grade levels (Lynch et al, 2017). When looking at trends in long-term projects, there was a jump in total 21CLD score for 12th grade.…”

Section: Grade Level Differencessupporting

confidence: 85%

“…Students need time to grapple with and learn new skills (Lynch et al, 2017;NGSS Lead States, 2013). While we were able to see evidence of higher rubric scores for 21 st Century skills for 12th grade students in the lesson plans, due to the convenience sampling of lesson plans and student work samples, we were not able to look at how students' 21 st Century skills were built over time.…”

Section: Discussionmentioning

confidence: 99%

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Developing student 21st Century skills in selected exemplary inclusive STEM high schools

2019

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Background: There is a need to arm students with noncognitive, or 21 st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21 st Century skills. Results: We found of the 67 lesson plans collected at the inclusive STEM high schools, 50 included instruction on 21 st Century skills. Most of these lesson plans designed instruction for 21 st Century skills at an introductory level. Few lesson plans encouraged multiple 21 st Century skills and addressed higher levels of those skills. Although there was not a significant difference between levels of 21 st Century skills by grade level, there was an overall trend of higher levels of 21 st Century skills demonstrated in lesson plans designed for grades 11 and 12. We also found that lesson plans that lasted three or more days had higher levels of 21 st Century skills. Conclusions: These findings suggest that inclusive STEM high schools provide environments that support the development of 21 st Century skills. Yet, more can be done in the area of teacher professional development to improve instruction of high levels of 21 st Century skills.

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Section: Short-term Vs Long-term Lessonssupporting

confidence: 91%

Section: Grade Level Differencessupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

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Developing student 21st Century skills in selected exemplary inclusive STEM high schools

2019

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“…This article is derived from a larger study titled, Multiple Instrumental Case Study of Inclusive STEM-focused High Schools: Opportunity Structures for Preparation and Inspiration (Lynch et al, 2017). The purpose of this section was to describe the procedures for the larger study in order to validate and make transparent the data that was drawn for the engineering education study.…”

Section: Methodsmentioning

confidence: 99%

Cross-Case Analysis of Engineering Education Experiences in Inclusive STEM-Focused High Schools in the United States

Peters‐Burton¹,

Johnson²

2018

International Journal of Education in Mathematics, Science and Technology

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Article HistoryIn an attempt to broaden participation in STEM, a new type of high school is emerging, high schools which include a focus on engineering, have few or no academic admission criteria, and actively involve students of all levels of ability, known as Inclusive STEM High Schools (ISHSs). One aspect of successful ISHSs includes the intentional and explicit integration of engineering learning opportunities into coursework. The purpose of this paper is to report results of a systematic cross-case analysis exploring the extent of engineering learning opportunities in five exemplar ISHSs. The results are framed by the Engineering in K-12 Education report from which seven different topics were derived to appropriately represent the field of engineering in schools: design, identifying constraints, modeling and analysis, engineering habits of mind, systems thinking, modeling, identifying constraints, communication, and optimization,. The crosscase analysis was conducted by aggregating the information gathered through surveys, interviews, focus groups, classroom observations, and document analysis, noting similarities and differences across schools and mechanisms for the course foci. It was found in the participating ISHSs that engineering is not merely an elective; all students must take at least one engineering course to graduate, although the states in which the schools are located did not require engineering for a diploma. The most prominent topics from the recommended list found at the schools were design, engineering habits of mind, and communication, while the least prominent were modeling, analysis, and identifying constraints. Based on the results of this study, the engineering education community is encouraged to continue making engineering concepts and skills accessible to K-12 educators, who may not have prior formal training in the field of engineering or engineering education.

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“…This case study acted as a validation step, authenticating the claim that the school only teaches through project based learning. Lynch et al (2017) described one project observed in a Geometry classroom where students were challenged to design a building provided specific parameters. Students worked in their groups to designate roles and expectations for their group work, based on a teacher-created rubric.…”

Section: Manor New Tech High School (Pbl)mentioning

confidence: 99%

Effect of project‐based learning on high school students' state‐mandated, standardized math and science exam performance

Craig

Marshall

2019

J Res Sci Teach

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In a technologically driven society, math and science students in the United States are falling further and further behind their international counterparts, resulting in an influx of STEM focused, reformed K‐12 schools, including schools focused on project‐based learning (PBL). This article reports a study of the effectiveness of PBL on high school students' performance on state mandated standardized mathematics and science achievement measures. Manor New Tech High School is a nationally recognized model STEM school, with a diverse student population, where all instruction is delivered through PBL. Although there is ample research suggesting that PBL is advantageous for increasing STEM learning compared to conventional teaching approaches, there is a lack of studies randomly assigning students to receive PBL. Further, some of the effects observed for students attending project‐based schools could be due to a self‐selection bias for students or parents that choose such an alternative learning environment. This study addresses both of these concerns and found that students taught through PBL, as a group, matched performance of conventionally taught students on all science 11th grade and mathematics 9th, 10th, and 11th grade TAKS achievement measures and exceeded performance by a scale score increase of 133 for the 10th grade science TAKS measure by (B = 133.082, t = 3.102, p < .05). One possible explanation of the differences observed in this study could be the TAKS instrument used to capture student math and science achievement that interprets “real‐life applications” of content differently between math and science questions. These results align with literature on the effects of PBL and deepen our understanding of these effects by providing a controlled study with random assignments to the PBL experience. Future research looking at the effect of PBL on achievement on the PISA could be beneficial in identifying benefits of PBL implementation in schools.

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A Policy-Relevant Instrumental Case Study of an Inclusive STEM-Focused High School: Manor New Tech High

Cited by 13 publications

References 14 publications

Developing student 21st Century skills in selected exemplary inclusive STEM high schools

Developing student 21st Century skills in selected exemplary inclusive STEM high schools

Cross-Case Analysis of Engineering Education Experiences in Inclusive STEM-Focused High Schools in the United States

Effect of project‐based learning on high school students' state‐mandated, standardized math and science exam performance

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