Evaluation of an Integrated STEM Professional Development Model into an Elementary School

Scholarly Research Paper from the year 2013 in the subject Pedagogy - Common Didactics, Educational Objectives, Methods, grade: -, Hooks Independend School Distict, language: English, comment: Ronnie Thompson, M.Ed. Currently serves as Superintendent for Hooks Independent School District in Hooks, Texas. Formally served as Assistant Superintendent for the Texarkana Independent School District in Texarkana, Texas. He has also served as Executive Director of School Improvement, Associate Principal, Assistant Principal, and a classroom teacher. He is an experienced teacher in the Career and Technology field and has served as an adjunct professor of education at Texas A&,M University-Texarkana. He has a total of 22 years of experience in education. , abstract: The effectiveness of an Integrated STEM Professional Development Model for elementary teachers was evaluated in terms of students perceptions of the classroom learning environment and student outcomes towards mathematics. The sample consisted of 664 grade 3 5 mathematics students from 41 mathematics classrooms. Students from a STEM focused elementary school (Morriss) provided 191 student responses with 473 student responses coming from 4 other elementary schools within the same school district. The students responded to a learning environment questionnaire based on three scales from the What Is Happening In this Class? (WIHIC) and the attitude scale from the Test Of Science Related Attitudes (TOSRA).Factor structure, internal consistency reliability, discriminate validity, and the ability to distinguish between different classes were supported by data analysis of Morriss and Other student groups. An ANOVA was used which produced statistically significant differences in the Cooperation scale. Morriss students perceived higher levels of cooperation in their classrooms relative to Other students from schools within the same school district. Student outcomes (Achievement and Attitudes) showed a significant difference suggesting that the Morriss students may be performing better on Achievement assessments based on teacher preparation. However, data also suggest Similar groups of students enjoy their mathematics class at a significantly higher level than Morriss students.