Assessing the Impact of a Statewide STEM Investment on K-12, Higher Education, and Business/Community STEM Awareness over Time

Autor/inn/en	Sondergeld, Toni A.; Johnson, Carla C.; Walten, Janet B.
Titel	Assessing the Impact of a Statewide STEM Investment on K-12, Higher Education, and Business/Community STEM Awareness over Time
Quelle	In: School Science and Mathematics, 116 (2016) 2, S.104-110 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12155
Schlagwörter	STEM Education; Educational Assessment; Professional Development; Program Effectiveness; Stakeholders; Elementary Secondary Education; Business; Attitudes; Sustainability + Suchen Sie Ihr Suchwort? STEM; Education; assessment; Bewertungssystem; Business studies; Wirtschaft; Betriebswirtschaft; Attitude; Einstellung; Verhalten; Nachhaltigkeit
Abstract	Despite monetary and educational investments in science, technology, engineering, and mathematics (STEM) being at record high levels, little attention has been devoted to generating a common understanding of STEM. In addition, working with business, K-12 schools, and/or institutions of higher education to establish a grassroots effort to help community members understand the importance of STEM regarding the future prosperity of the United States in general, and specifically the preparedness of children for careers of now and the future, has been nonexistent. The purpose of our study is to assess the impact of a statewide STEM professional development program implemented for two years on STEM awareness over time among various community stakeholders (i.e., K-12 teachers, higher education faculty, and business members). STEM awareness and beliefs about STEM engagement, resources, student preparation, and careers all improved over time for all groups. However, business members had the greatest growth over time and held significantly higher awareness compared with the other groups in most areas. Our findings suggest that a statewide STEM partnership/network model is a viable option for growing collective impact and sustainability of STEM K-12 education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01