Is STEM Academy Designation Synonymous with Higher Student Achievement?

Oner, Ayse Tugba; Capraro, Robert M.

doi:10.15390/eb.2016.3397

Cited by 17 publications

(17 citation statements)

References 22 publications

(18 reference statements)

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“…However, the dramatic increase in interest in STEM careers and content has not translated into a dramatic increase in student achievement. Oner and Capraro (2016) supported the theory stating insufficient professional development of teachers is a possible effect limiting the impact on student achievement. In a study on STEM academies and the impact on student achievement, Oner and Capraro compared the mathematics and science scores of students in STEM academies to those not in STEM-designated academies.…”

Section: Professional Development In Stemmentioning

confidence: 57%

Section: Professional Development In Stemmentioning

confidence: 99%

“…Schools which encompassed an academy provided the entire staff twice as much professional development in STEM-related content than did the non-STEM counterparts (Oner & Capraro, 2016). Oner and Capraro (2016) asserted this component leads to a difference in achievement scores. The researchers made this conclusion because although there were significant achievement differences between students in STEM academy schools and non-STEM schools, there was no significant difference between students at the STEM academy school who were not enrolled in the academy but were in the same school.…”

Section: Professional Development In Stemmentioning

confidence: 99%

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What Teachers Want: Elementary Teachers’ Perceptions of STEM-focused Professional Development

Galindo¹,

Aguilar²

2019

JEP

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With a recent increased focus on science, technology, engineering, and math (STEM) education nationally, more elementary schools are embarking on this path. However, the problem is that elementary teachers who provide STEM instruction require a level of professional development which may not be currently offered, which may shape the teacher's self-efficacy and how the teacher perceives his or her role in STEM implementation. Professional development offerings need to be designed to adequately provide elementary teachers with the learning needed to be confident and successful at implementing integrated STEM education. The purpose of the qualitative instrumental case study was to explore the experiences of fifth-grade science teachers in a large urban school district in Florida regarding STEM-focused professional development and the perceived impact of these experiences on teacher self-efficacy in implementing integrated STEM education in the classroom. Using semistructured interviews, reflective notes, and surveys, 14 current elementary teachers were interviewed regarding experiences with STEM professional development and how those experiences shaped self-efficacy in effectively implementing integrated STEM education. The study revealed the participating teachers had limited STEM professional development experiences, with the majority being self-directed. The study also revealed participating teachers felt increased creativity is necessary for successful STEM implementation. Additionally, the participants desired a personalized professional development approach combined with coaching and mentoring opportunities around STEM.

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Section: Professional Development In Stemmentioning

confidence: 57%

Section: Professional Development In Stemmentioning

confidence: 99%

Section: Professional Development In Stemmentioning

confidence: 99%

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What Teachers Want: Elementary Teachers’ Perceptions of STEM-focused Professional Development

Galindo¹,

Aguilar²

2019

JEP

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“…Charter schools were compared to traditional schools in several studies (see Barr et al, 2006;Gutierrez, 2012;Pardo, 2013;Rose 2013;Tuttle et al, , 2013Woodworth et al, 2008). In addition to that, previous studies focusing on comparing STEM schools to traditional public schools were conducted (see Bicer et al, 2015;Erdogan, 2014;Means et al, 2014;Öner, 2015;Öner & Capraro, 2016;Philips, 2013;Wiswall et al, 2014;Young et al, 2011). However this study fills the gap in the literature in terms of investigating charter schools as they transform into a T-STEM academy.…”

Section: Discussionmentioning

confidence: 99%

“…It was shown that the T-STEM designation effect was positive for these schools over time in mathematics subject. The most important difference between T-STEM academies and charter schools were the STEM model in T-STEM academies (Öner & Capraro, 2016). This model, T-STEM ADB, required integrated STEM teaching and learning.…”

Section: Discussionmentioning

confidence: 99%

The Effect Of T-STEM Designation On Charter Schools: A Longitudinal Examination Of Students’ Mathematics Achievement

Oner¹,

Capraro²,

Capraro³

2016

SUJE

Self Cite

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STEM interested students and graduates shape the future of a country. However, in the U.S., the number of STEM graduates was not sufficient; therefore, to increase this number, STEM school designation started. The number of STEM schools has been increasing and Texas was one of the states showing growth over time. STEM schools in Texas (T-STEM) were converted from different schools by specific procedures. The highest number of T-STEM conversion was from charter schools. The effectiveness of T-STEM charter schools compared to regular charter schools (non-T-STEM charter) was worth to examine because the number of T-STEM schools converted from charter schools was noteworthy. Moreover, the most important goal of T-STEM schools was to improve students' STEM achievement. In this study, to investigate the effectiveness of T-STEM charter schools, students' mathematics achievement over three years (through high school) was examined. There were 1481 participants in the study. To have comparable two groups, propensity score matching was used. After matching, hierarchical linear modeling was used to analyze students' mathematics achievement longitudinally considering student variables. The findings showed that T-STEM charter schools were effective to increase one minority group's (i.e. Hispanic students) mathematics achievement over time.

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RETRACTED ARTICLE: Robotic coding and 3D printer with STEM activities; the effect of science teacher candidates on STEM awareness and STEM self-efficacy

Güleryüz¹,

Dilber

2022

Educ Inf Technol

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Is STEM Academy Designation Synonymous with Higher Student Achievement?

Cited by 17 publications

References 22 publications

What Teachers Want: Elementary Teachers’ Perceptions of STEM-focused Professional Development

What Teachers Want: Elementary Teachers’ Perceptions of STEM-focused Professional Development

The Effect Of T-STEM Designation On Charter Schools: A Longitudinal Examination Of Students’ Mathematics Achievement

RETRACTED ARTICLE: Robotic coding and 3D printer with STEM activities; the effect of science teacher candidates on STEM awareness and STEM self-efficacy

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