dc.contributor.author	Little, Candice Williams
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2021-08-31T16:17:50Z
dc.date.available	2021-08-31T16:17:50Z
dc.date.issued	2021-05
dc.identifier.other	5867C3CC-6CB3-B09E-4D8B-F6B9B933B386	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5004
dc.description.abstract	Over the past decade, less than 20% of 12th-grade high school students in Georgia had proficient science knowledge. The lack of content knowledge makes it difficult for high school students to compete for high-paying jobs in a global economy driven by innovations in science and technology. Such innovations are essential components of science, technology, engineering, and mathematics (STEM) programs and result from the synergistic working of STEM content. An insufficient number of science-proficient high school students to fill the available STEM positions necessitates a more robust pursuit of STEM programs throughout the nation. The purpose of this study was to determine the strategies, practices, and relevant experiences of school personnel responsible for increasing student science proficiency at a certified elementary STEM school in urban areas in Georgia. A case study using purposeful selection and snowball sampling served as the foundational pieces to examine the success of a STEM program. School leaders may be able to use the findings of this study to develop a model for STEM programs with personalized modifications to increase the speed and accuracy of future program development. Increased student exposure to STEM concepts is a means of providing STEM education to more students from varied backgrounds. Students with more STEM education may have increased proficiency and develop into the innovative thinkers needed for success in the 21st-century workplace. Administrators, members of boards of education, and university and college program developers may also benefit from this study. Keywords: STEM, strategies, practices, elementary, school, urban	en_US
dc.description.tableofcontents	Chapter I INTRODUCTION 1 Overview 1 -- Problem Statement 3 -- Purpose Statement 5 -- Research Questions 8 -- Significance 8 -- Conceptual Framework 10 -- Methodology 1-- Limitations 15 -- Definitions ofTerms 17-- Summary 1-- Chapter II LITERATURE REVIEW 20 -- Conceptual Framework 21 -- History of STEM Schools 28 -- Purpose of STEM Schools 34 -- Gender and Ethnicity in STEM 40 -- STEM School Outcomes 41 -- Common Learning Goals for STEM Schools 44-- Five Models of STEM Schools 45 -- Successes and Challenges of STEM Implementation 46 -- Administrator and Teacher Perceptions of STEM Implementation 4-- Summary 49 -- Chapter III METHODOLOGY 51 -- Introduction 51 -- Research Questions 53 -- Research Design and Rationale 53 -- Setting 57 -- Role of the Researcher 59 -- Participant Selection 60 -- Instrumentation 60 -- Procedures for Recruitment 61 -- Data Collection 62-- Data Analysis 62 -- Issues of Trustworthiness 63 -- Ethical Procedures 65 -- Limitations 66 -- Summary 67 -- Chapter IV BACKGROUND OF PARTICIPANTS 69 -- Introduction 69 -- Background 70 -- Narrative Profiles 72 -- Summary 105 -- Chapter V DISCUSSION OF THEMES 107 -- Theme 1: Intrinsic Passion Ignites Effective Leadership 111 Theme 2: Daily Focus Guides Collaboration 122 -- Theme 3: Success Becomes Evident 134 -- Summary 141 -- Chapter VI CONCLUSIONS AND IMPLICATIONS 142-- Research Findings 145-- Research Questions: Summary Discussion 161 -- Implications 168 -- Limitations of the Study 174 -- Recommendation for Further Research 176-- Conclusion 178 -- REFERENCES 182 -- Appendix A SCHOOL SYSTEM APPROVAL 203-- Appendix B CONSENT FORM 206-- Appendix C INTERVIEW PROTOCOL APPROVAL 208 -- Appendix D VSU INSTITUTIONAL REVIEW BOARD 214 -- Appendix E (CITI) PROGRAM CERTIFICATE 217 -- Appendix F GADOE AND COGNIA PREASSESSMENT INSTRUMENTS 21-- Appendix G SCHOOLS STEM CERTIFIED BY GADOE 225-- LIST OF TABLES -- Table 1: Demographic Characteristics of Participants 58 and 110 -- Table 2: STEM Schools Demographic Information 72 -- Table 3: Percent Proficient and Above in Science in Fifth Grade 111 -- Table 4: Relationship Between School Personnel and Research Questions 144	en_US
dc.format.extent	1 electronic document, 237 pages. 1458382 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	Education, Elementary	en_US
dc.subject	Education--Research	en_US
dc.subject	Georgia	en_US
dc.subject	Science--Study and teaching	en_US
dc.subject	Urban schools	en_US
dc.title	A Case Study of the Strategies and Practices Used by School Personnel in STEM-Focused Elementary Schools in an Urban Setting	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, & Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Truby, William F.
dc.description.committee	Lairsey, John D.
dc.description.committee	Bochenko, Michael J.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Organizational Leadership	en_US