Conflicts in Developing an Elementary STEM Magnet School

Autor/inn/en	Sikma, Lynn; Osborne, Margery
Titel	Conflicts in Developing an Elementary STEM Magnet School
Quelle	In: Theory Into Practice, 53 (2014) 1, S.4-10 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2014.862112
Schlagwörter	Magnet Schools; STEM Education; Educational Planning; Elementary Education; Conflict; Barriers; Curriculum Development; Teacher Attitudes; Curriculum Implementation; Teacher Leadership; Program Development; Elementary Schools + Suchen Sie Ihr Suchwort? STEM; Bildungsplanung; Elementarunterricht; Konflikt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Lehrerfunktionsstelle; Programmplanung; Elementary school; Grundschule; Volksschule
Abstract	Elementary schools in the United States have been the terrain of a highly politicized push for improved reading and mathematics attainment, as well as calls for increased importance to be given to science, technology, engineering, and mathematics (STEM). With priorities placed on basic skills, however, instructional time in subjects such as science in the elementary years has been greatly diminished. We recount in this article the efforts of a school district to create an elementary STEM school through the designation of a magnet school and elaborate on the inherent tensions and conflicts in such an effort. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10