Abstract
Despite the increasing number of inclusive STEM schools, little is known about the cultural dimensions that influence STEM curriculum and instruction within these schools. This paper describes research conducted at three inclusive STEM schools, one each at the elementary, middle, and high school level. We explored similarities and differences in cultural dimensions across the schools with specific attention to how these differentially influence teachers’ perceptions and enactment of STEM curriculum and instruction across the elementary, middle, and high school levels. Our cross-case analysis revealed structural aspects (school vision, community partnerships, course scheduling, and testing pressures) as well as professional orientations (i.e., instructional practices, interdisciplinary collaboration, and teacher content knowledge) that appear particularly important to student learning experiences at each grade level. Navigating these factors of STEM school culture requires teachers to not only be knowledgeable but also to draw on a professional orientation that encourages collaboration and risk-taking. We discuss implications for teacher education and STEM school development.
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Notes
The number of observations increased each year as the number of grade levels increased from 9th and 10th only in 2010 – 2011 to the full 9th – 12th in our final year of data collection.
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Lesseig, K., Firestone, J., Morrison, J. et al. An Analysis of Cultural Influences on STEM Schools: Similarities and Differences Across K-12 Contexts. Int J of Sci and Math Educ 17, 449–466 (2019). https://doi.org/10.1007/s10763-017-9875-6
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DOI: https://doi.org/10.1007/s10763-017-9875-6