Download
slide1 n.
Skip this Video
Loading SlideShow in 5 Seconds..
Jeanne Century CEMSE, University of Chicago NRC Committee on Integrated STEM January 10, 2012 PowerPoint Presentation
Download Presentation
Jeanne Century CEMSE, University of Chicago NRC Committee on Integrated STEM January 10, 2012

Jeanne Century CEMSE, University of Chicago NRC Committee on Integrated STEM January 10, 2012

114 Views Download Presentation
Download Presentation

Jeanne Century CEMSE, University of Chicago NRC Committee on Integrated STEM January 10, 2012

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Defining iSTEM Jeanne Century CEMSE, University of Chicago NRC Committee on Integrated STEM January 10, 2012

  2. Questions How has STEM and integrated STEM been defined? What are distinguishing features of an integrated approach to STEM? Are there any contradictions or tensions across the varying definitions or approaches to integrated STEM? How might the STEM education community work toward a unifying definition moving forward?

  3. A little bit of background…. Measuring Implementation of Innovations Applying Research on Science Materials Implementation: Bringing Measurement of Fidelity of Implementation (FOI) to Scale Supported by the National Science Foundation Measuring the Factors that Contribute to and Inhibit Implementation, Spread and Sustainability of Innovations Factors that Affect Sustainability of Hands-On Elementary Science Programs (1998-2002) Supported by the National Science Foundation Accumulating Knowledge on Scaling and Sustaining Reform:A Foundation for Future Research (2006-2010) Supported by the National Science Foundation

  4. Operationalizing Measurement of Implementation, Spread and Sustainability of Innovations The Ohio STEM Learning Network: A Study of Factors Affection Implementation, Spread and Sustainability (2010-2013) Supported by the National Science Foundation Factors Affecting Implementation, Spread and Sustainability of Everyday Mathematics (2011-2010) Supported by the National Science Foundation Validation Study of Instruments for Measuring Implementation of Innovations (2011-2013) Supported by the Department of Education Using Measures of Implementation for Program Evaluation A Foundation for Future Research (2011-2013) Supported by the National Science Foundation

  5. The Ohio STEM Learning Network: A Study of Factors Affecting Implementation, Spread and Sustainability Our Research Questions: • What is the status of implementation of the Platform school’s STEM school model and to what extent does the model reflect the OSLN Initiative’s Design Principles • What factors have contributed to or inhibited the implementation of each Platform school’s STEM school model? • What factors have contributed to or inhibited the spread of each Platform school’s STEM school model to other schools hubs and institutions over time? • How do the effects of factors affecting sustainability, spread and implementation on the evolution of the implementation change over time? • What is a STEM school? (bonus!)

  6. Questions 1. How has STEM and integrated STEM been defined? 2. What are distinguishing features of an integrated approach to STEM? 3. Are there any contradictions or tensions across the varying definitions or approaches to integrated STEM? 4. How might the STEM education community work toward a unifying definition moving forward?

  7. What are we measuring? • Critical Components (the Innovation)The essential elements of the STEM schools – the components of the STEM school “models.” • Factors (that affect innovation implementation)The elements other than the STEM schools themselves that affect implementation Note: Our position is that there is not one correct way to implement a model. Our goal is to understand how a model is implemented and why, and then understand its relationship to outcomes.

  8. The Ohio STEM Learning Network: A Study of Factors Affecting Implementation, Spread and Sustainability Our Guiding Questions and Goals: • Can we find a way to specifically and meaningfully represent implementation “types”? • Once we understand what implementation types are, what is the best way to examine the factors that contribute to and inhibit those types? • What types are “best”? Which critical components are key to success? • Can we bring clarity in the field about what STEM schools are and facilitate collaboration around research on STEM schools?

  9. What are distinguishing features of an integrated approach to STEM?What are the distinguishing features of a STEM school? • Review of school documentation: Online and print materials about the OSLN Platform schoolOSLN website, school website, school handbooks, presentation materials, news stories • School conversations: Interviews with school personnel knowledgeable about the intended model and its components.What are the critical elements that make your school what it is? • Critical component list generated for each school. • Identifying, organizing, and defining school critical components. • Follow-up meeting with school personnel to confirm identified components were essential elements of the school model.

  10. Critical components are the essential elements of an innovation. Two broad types of critical components. Structural Critical Components Examples: intersession, mastery learning, partnerships, collaborative governance structure, open physical space • Interactional Critical Components • Examples: staff participate in decision making, staff spread practices, students participate in early college activities, teachers facilitate discussion, students demonstrate autonomy

  11. STEM School Component Framework

  12. STEM School Critical Components

  13. STEM Schools Critical Components …What is a STEM School? Researchers Without Borders

  14. STEM School Components… …What is a STEM School Anyway?? STEM School Mission Statements

  15. What is STEM Anyway??... Students’ Descriptions of STEM

  16. What is STEM? • “STEM is a way of integrating all of those things to solve problems in our everyday world. We use STEM as a method to obtain sustainability.” • “It’s not boring and we’re not just working in here on calculators being nerds or whatever.” • “You have to come see for yourself. You can’t really define it.” • “STEM is a school where you have to be creative and open minded and ready to work with others. You have to be motivated.”

  17. Some examples of preliminary analysis… Student Reasons for Attending the School

  18. Questions How has STEM and integrated STEM been defined? What are distinguishing features of an integrated approach to STEM? Are there any contradictions or tensions across the varying definitions or approaches to integrated STEM? How might the STEM education community work toward a unifying definition moving forward?

  19. Descriptions are better than definitions. Disciplinary versus integrated “camps.” Kids view the disciplines of STEM differently. Elementary education is a critical piece that is the most challenging.

  20. Some examples of preliminary analysis… Intrinsic Motivation and Self Efficacy

  21. Descriptions are better than definitions. Disciplinary versus integrated “camps.” Kids view the disciplines of STEM differently. Elementary education is a critical piece that is very, if not the most challenging.

  22. Questions How has STEM and integrated STEM been defined? What are distinguishing features of an integrated approach to STEM? Are there any contradictions or tensions across the varying definitions or approaches to integrated STEM? How might the STEM education community work toward a unifying definition moving forward?

  23. Commitment to Open Research Share work in progress with others including other researchers, practitioners, and policy makers. This is “risky” but essential. • RWB STEM School Community • STEM School Infographic Development • STEM School Webinars – What is a STEM School? • STEM School Webinars – STEM School Partnerships • STEM School Webinars – STEM School Research • STEM School Research Coordination • STEM School Infographic

  24. Jeanne Century jcentury@uchicago.edu 773-702-2276