Examining the Role of Inclusive STEM Schools in the College and Career Readiness of Students in the United States: A Multi-Group Analysis on the Outcome of Student Achievement

doi:10.12738/estp.2016.1.0072

Cited by 24 publications

(17 citation statements)

References 9 publications

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“…A doctoral dissertation by Oner (2015) concluded that while some results of the comparisons run on a state data set were equivocal, T-STEM academies partially fulfilled their promise for some groups of students, over time, especially for Hispanic and economically disadvantaged students-students who were the target of the TSTEM efforts. Similarly, Erdogan and Stuessy (2015) found that student demographic variables (gender, ethnicity, socioeconomic status, and special education status) may influence the success of students attending STEM schools, but effect sizes were small, although favoring T-STEM schools. Overall, the results for studies of ISHSs in Texas pointed in a positive direction.…”

Section: Introductionmentioning

confidence: 91%

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

Lynch¹,

Spillane²,

House³

et al. 2016

IJEMST

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This instrumental case study of Manor New Tech High (MNTH) provides insight and understanding of a trend in U.S. education to create new STEM schools and increase the achievement of students underrepresented in STEM. MNTH was an inclusive, STEM-focused high school, in Manor, Texas. The creation of the school was stimulated by a statewide Texas STEM education policy initiative, seed money from private foundations, and local community support. MNTH was chosen for this study because of its diverse student population and reputation as a successful, innovative STEM school. The case provides an in-depth look at the school's design, implementation, and outcome dimensions, in context. Ten candidate critical components framed the study and illuminate opportunity structures for MNTH students as they learned STEM and built social capital. MNTH implemented a project-based learning instructional environment, ubiquitous integration of technology, and a strong STEM curriculum. Teachers collaborated to create innovative curriculum and instruction, led by an energetic, well-connected principal. A robust network of student supports helped to ensure that students attained the skills and confidence in STEM and for college admission. The positive school culture promoted a sense of family, and the STEM focus enabled acquisition of 21st century skills.

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Section: Introductionmentioning

confidence: 91%

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

Lynch¹,

Spillane²,

House³

et al. 2016

IJEMST

View full text Add to dashboard Cite

show abstract

“…Students had a statistically significant ( p < 0.05) improvement in their mathematics scores the year after their schools adopted and implemented STEM curriculum and instruction. Researchers noted in additional longitudinal studies that students who attended T‐STEM academies and those who attended traditional public high schools statistically significantly ( p < 0.05) increased their science and mathematics scores, but there was no statistically significant difference between T‐STEM schools and traditional public high schools in terms of students’ science and mathematics achievement (Erdogan & Stuessy, ; Sahin et al, ). Furthermore, there was no statistically significant ( p > 0.05) difference between students who enrolled in T‐STEM academies and students who enrolled in traditional public high schools in terms of their average mathematics achievement trajectory (Bicer et al, ; Young et al, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Mathematics achievement in the secondary high school context of STEM and non‐STEM schools

Biçer

Capraro

2019

School Sci & Mathematics

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The purpose of this study is to compare students’ mathematics achievement growth rate in Texas science, technology, engineering, and mathematics (T‐STEM) academies to students’ mathematics achievement growth rate in traditional public high schools. Forty‐six schools, 23 of which were T‐STEM academies and 23 of which were matched non‐STEM schools, were included in this study. A hierarchical linear modeling method was conducted. The result of the present study revealed that there was no difference in students’ mathematics achievement growth rate in T‐STEM academies compared to students’ mathematics achievement growth rate in comparison schools. However, in terms of ethnicity, the results indicated that African American and Hispanic students in T‐STEM academies outperformed African American and Hispanic students in comparison schools on their mathematics growth rate.

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“…Yapılan çalışmalar FeTeMM eğitiminin ve projeye dayalı öğretimin akademik başarıya olumlu etkisi olduğu belirtilmiştir (Erdogan, & Stuessy, 2015). Bu çalışmada FeTeMM eğitiminin özellikle fizik derslerinde yaygın olarak kullanılmasının teşvik edilmesi önerilmektedir.…”

Section: Sonuç Ve Tartışmaunclassified

Dokuzuncu Sınıf Öğrencilerinin Biyoloji ve Fizik Derslerindeki Kaynak Yönetimi Stratejilerin İncelenmesi

Alpaslan¹

2017

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-The purpose of this study is to examine the differences and the relations between ninth grade students' resource management strategies in biology and physics. A total of 603 ninth graders from three high schools in Muğla in Turkey participated in the study. A short version of the Motivated Strategies for Learning Questionnaire including managing time and study environment, effort management, peer learning and helpseeking was administrated. Repeated multivariate analysis of variance (MANOVA)s and confirmatory factor analysis were utilized. Results showed that students reported a higher usage of managing time and study environment, peer learning and help-seeking biology than in physics, whereas a higher usage of effort management in physics than in biology. Also it was found that students' resource management strategies in both courses were correlated to each other. The implications and future directions were discussed.Key words: biology education, learning strategies, physics education, resource management strategies. SummaryIntroduction: In the twenty-first century students are expected to regulate and evaluate their own learning, and choice appropriate learning strategies accordingly. These expectations highlight the characteristics of self-regulated leaners who are do self-monitoring, planning, and regulation in the learning processes. Resource management strategies, sub-dimensions of selfregulated learning, concern how a learner regulates effort, time and study environment. Pintrich (2004) defined four resource management strategies including time and study environment, effort regulation, peer learning and help seeking.Studies have reported that resource management strategies are important factors effecting students cognitive and motivation in physics and achievement in biology.

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Examining the Role of Inclusive STEM Schools in the College and Career Readiness of Students in the United States: A Multi-Group Analysis on the Outcome of Student Achievement

Cited by 24 publications

References 9 publications

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

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

Mathematics achievement in the secondary high school context of STEM and non‐STEM schools

Dokuzuncu Sınıf Öğrencilerinin Biyoloji ve Fizik Derslerindeki Kaynak Yönetimi Stratejilerin İncelenmesi

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