STEM teacher leadership
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Christy Ann Bailey (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Carl Lashley
Abstract: The purpose of this qualitative study was to examine the experiences and practices of STEM teacher leaders in elementary schools. The characteristics of the STEM teacher leaders were studied under the Teacher Leader Model Standards (2011) framework. The Teacher Leader Model Standards included: fostering collaborative culture, assessments, professional development, improving instruction, usage of data, community and family collaboration, and advocacy. STEM teacher leader participants shared their rich experiences in each of the aforementioned leadership components. The practices of STEM teacher leaders were explored by the pedagogies with which they teach STEM: reflection, real-world, hands-on, collaboration, creativity, and inquiry. Study findings included: 1. STEM teacher leaders exhibit an affinity to STEM related subjects, experiences, or important figures in their lives who exemplified STEM teaching and learning. 2. STEM teacher leaders use integrated STEM pedagogies. 3. STEM teachers function as school leaders by modeling innovation through STEM. 4. STEM teacher leaders face challenges and barriers that limit their implementation of STEM approaches. Keywords: STEM, STEM pedagogies, STEM challenges, teacher leadership
STEM teacher leadership
PDF (Portable Document Format)
2038 KB
Created on 12/1/2020
Views: 436
Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2020
- Keywords
- STEM, STEM pedagogies, STEM challenges, Teacher leadership
- Subjects
- Educational leadership
- Inquiry-based learning
- Project method in teaching