dc.contributor.author	Garner, Jonathan Lee
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2022	en_US
dc.date.accessioned	2023-03-06T19:08:47Z
dc.date.available	2023-03-06T19:08:47Z
dc.date.issued	2022-12
dc.identifier.other	707A5701-9203-F7B5-49BB-40D81E17C6E8	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6523
dc.description.abstract	This research examined school personnel’s strategies and practices responsible for increasing student science proficiency at a certified rural high school STEM program. In the United States, difficulties have developed in adequately preparing students for careers in STEM sectors, especially in secondary education. This trend has led to increased difficulties for high school graduates competing for high-paying jobs globally. Rural schools have been especially susceptible to inadequately preparing their students academically. I used qualitative research portraiture to generate a mental image of the STEM program at the selected high school. I interviewed three teachers and two administrators in a certified rural high school STEM program regarding their day-to-day interactions within the STEM program. Data collection occurred through observations, interviews, and document analysis. Data were analyzed using coding procedures to generate themes. The findings may provide the foundational structure that can be duplicated with personalized modifications by other schools to increase future STEM program development speed and accuracy. Increased students’ exposure to science, technology, engineering, and mathematics concepts may help provide STEM education for more students increasing the number of students to become more proficient in this area and developing them into the innovative thinkers needed for success 21st-century workplace. Administrators, Boards of Education, and programs in our universities and colleges may also benefit from this study. Findings may help the United States Department of Education, state educational agencies, university systems, school districts, and counselors at all levels to promote schools’ participation in technology-enhanced pedagogy. Keywords: high school, rural, secondary education, STEM	en_US
dc.format.extent	1 electronic document and derivatives, 289 pages. 1626080 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States;	en_US
dc.subject	Science--Study and teaching	en_US
dc.subject	Education, Secondary	en_US
dc.title	Portraits of a Rural Georgia High School STEM Program	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Ruttencutter, Gwen S.
dc.description.committee	Nobles, Kathy
dc.description.committee	Parker, Forrest III
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US