Date of Award

4-2016

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Curriculum & Instruction

First Advisor

Lynn A. Bryan

Committee Chair

Lynn A. Bryan

Committee Member 1

Nathan J. Mentzer

Committee Member 2

Siddika S. Guzey

Abstract

The integration of science, technology, engineering and mathematics curriculum in middle school science and math classrooms is a reform effort currently taking place. The teachers are being encouraged to teach integrated content through national and state standards. The teachers have not been trained to do this form of teaching, which has led to feelings of discomfort or incompetence to fulfill those standards. This has led to a need for professional developments to train these teachers. Those developing the professional developments are seeking to identify ways to encourage teachers to continue to implement integrated units.

The purpose of this study was to examine the impact of a collaborative teaching relationship between a math and science teacher following a professional development. The teachers used a common integrated STEM unit to teach math and science standards by using engineering design as the integrator. The teachers provided lesson plans, were video recorded during implementation, interviewed pre and post-implementation, and made daily journal entries. These data were analyzed to document the collaboration and identify impacts of the collaboration.

Download

Share

COinS