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Understanding the Ways in Which Teacher Leadership Teams Influence STEM Integration in Emerging STEM Schools
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Understanding the Ways in Which Teacher Leadership Teams Influence STEM Integration in Emerging STEM Schools. |
| 개인저자 | Crotty, Elizabeth Ann. |
| 단체저자명 | University of Minnesota. Education, Curriculum and Instruction. |
| 발행사항 | [S.l.]: University of Minnesota., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 292 p. |
| 기본자료 저록 | Dissertation Abstracts International 80-01A(E). Dissertation Abstract International |
| ISBN | 9780438351844 |
| 학위논문주기 | Thesis (Ph.D.)--University of Minnesota, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Advisers: Gillian H. Roehrig |
| 요약 | Recent national reports (e.g., Carnegie Corporation 2009 |
| 요약 | Teachers have the potential to shape school culture and drive reforms (Lieberman & Freidrich, 2010). Thus, exploring how teacher leadership drives STEM programming is critical to ensuring all students have access to STEM opportunities within pub |
| 요약 | This multiple case study research design (Yin, 2014) explored the ways in which teacher leaders, through STEM communities of practice (STEM teams), developed STEM programming across three varied public school contexts. The three cases were the S |
| 요약 | Six themes emerged from this research that inform recommendations for driving inclusive STEM programs in the future through teacher leadership approaches. The themes were (a) teachers needed leadership skills and STEM understandings to support S |
| 일반주제명 | Secondary education. Science education. Educational leadership. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
