Inclusive STEM High School Design: 10 Critical Components

Peters‐Burton, Erin E.; Lynch, Sharon J.; Behrend, Tara S.; Means, Barbara

doi:10.1080/00405841.2014.862125

Cited by 68 publications

(77 citation statements)

References 20 publications

(14 reference statements)

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“…Recently, new approaches in science education for low‐performing students emerged (inclusive science high schools; Peters‐Burton, Lynch, Behrend, & Means, ) to create new opportunity structures, including real‐world partnerships. SCOLs might offer such an opportunity especially for low‐performing students.…”

Section: Activity Emotions and Motivational Outcomes In A Science Clamentioning

confidence: 99%

Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab

Itzek-Greulich

Vollmer

2016

J Res Sci Teach

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Students’ interest in science declines in secondary school. Therefore, motivating students to become competent and engaged in science topics that are relevant for their everyday lives is an important goal, so they can be better citizens and decision makers with socioscientific issues (e.g., climate change and waste disposal). The present study contributes to research on activity emotions (state) and motivational outcomes (situational interest and situational competence) in science education. The study compared three experimental groups in a guided inquiry lab work on the chemistry of starch and a control group. The three groups were (i) 13 science classes taught at school; (ii) 14 classes taught in a Science Center Outreach Lab (SCOL) visit; and (iii) 17 classes taught in a combined setting of (i) and (ii); the groups were taught on the same topic. The large sample of classes was randomly assigned to the experimental conditions and a control group and data were analyzed for the theoretical part and the practical part of the intervention. The nested data were analyzed using item response theory and multilevel analyses. The three lab‐work conditions were quite successful in comparison with the control group. There were some differences between the SCOL and school groups; the students experienced higher enjoyment in the theoretical part of the intervention in the school group and higher situational competence in the practical lab work at the combined setting. Especially low achievers profited from the intervention, supposedly because the topic was close to students’ everyday lives. Conscientiousness was a major predictor of emotional and motivational outcomes. In conclusion, experimental lab work at a SCOL can be seen as a supplement to a worthwhile STEM education. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 3–28, 2017

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Section: Activity Emotions and Motivational Outcomes In A Science Clamentioning

confidence: 99%

Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab

Itzek-Greulich

Vollmer

2016

J Res Sci Teach

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“…The eight element model that was ultimately derived is rooted in the school leaders' own descriptions. This approach stands in contrast to Peters-Burton et al (2014), for example, who utilized a literature-driven approach wherein they identified 10 "critical components" of STEM schools in existing literature, and then conducted in-depth case studies of inclusive STEM schools to examine the extent to which these components were present. Our approach was driven by a commitment to ascertaining what STEM schools actually are, on the ground, as defined by their creators and leaders.…”

Section: Theoretical Approachmentioning

confidence: 99%

“…Thus, many efforts to improve STEM education seek to grow student interest and achievement through increased time and emphasis on STEM subjects, different approaches to the content, and the use of a variety of instructional strategies. One such strategy is the creation of inclusive STEM high schools, which aim to provide rigorous STEM learning (Riley et al 2013) to students of all socio-economic, demographic, and achievement backgrounds (Peters-Burton et al 2014).…”

Section: Introductionmentioning

confidence: 99%

The eight essential elements of inclusive STEM high schools

et al. 2016

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Background: Inclusive STEM (traditionally known to stand for "Science, Technology, Engineering, and Math") high schools are emerging across the country as a mechanism for improving STEM education and getting more and diverse students into STEM majors and careers. However, there is no consensus on what these schools are or should be, making it difficult to both evaluate their effectiveness and scale successful models. We addressed this problem by working with inclusive STEM high school leaders and stakeholders to articulate and understand their intended school models. This "bottom-up" approach is in contrast with other studies that have taken a "top-down," literature-based approach to defining STEM schools. Results: Through this process, we identified 76 critical components of STEM schools and derived a theoretical framework of eight elements that represent the common goals and strategies employed by inclusive STEM high schools across the country: Personalization of Learning; Problem-Based Learning; Rigorous Learning; Career, Technology, and Life Skills; School Community and Belonging; External Community; Staff Foundations; and External Factors. This framework offers a clear picture of what exactly inclusive STEM schools are and common language for both researchers and practitioners. Interestingly, STEM disciplinary content did not emerge as a defining component across school models.

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“…Results suggest that STEM‐focused high schools, in some cases, have a positive effect on student learning and STEM outcomes (Bottia, Stearns, Mickelson, & Moller, ; Means et al, ; Means, Wang, Wei, Iwatani, & Peters, ; Means, Wang, Young, Peters, & Lynch, ; Wiswall, Stiefel, Schwartz, & Boccardo, ), in other cases do not have a significant effect on student learning and educational opportunities (Eisenhart et al, ), or in yet other cases produce inconclusive results (Gnagey & Lavertu, ). In addition, many research studies on STEM‐focused high schools are limited in their generalizability by the research design as many of these research studies use case‐study design methods (Eisenhart et al, ; Lynch et al, ; Lynch, Peters‐Burton, & Ford, ; Peters‐Burton, Lynch, Behrend, & Means, ), or small sample sizes with some studies having less than 10 sampled school (Bruce‐Davis et al, ; Eisenhart et al, ; Franco & Patel, ; Gnagey & Lavertu, ; Weis et al, ).…”

Section: Introductionmentioning

confidence: 99%

Identifying a typology of high schools based on their orientation toward STEM: A latent class analysis of HSLS:09

2019

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The purpose of this study is to investigate the extent that there is a typology of high schools based on their orientation toward science, technology, engineering, and mathematics (STEM), as well as the extent to which school-level demographic variables and student high school outcomes are associated with subgroup membership in the typology, by analyzing data from a large nationally representative sample of high schools (n = 940) from the High School

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Inclusive STEM High School Design: 10 Critical Components

Cited by 68 publications

References 20 publications

Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab

Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab

The eight essential elements of inclusive STEM high schools

Identifying a typology of high schools based on their orientation toward STEM: A latent class analysis of HSLS:09

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