The purpose of this qualitative case study was to identify and explain specific characteristics that contributed to school culture and increased the climate rating at a title one elementary school in Georgia that received STEM certification in 2018 and showed an increase of two points in their school climate rating in the years 2014–2018. The main research question focused on the impact STEM education has on a school culture; three sub-questions addressed the norms, goals and values, instructional practices, and organizational structures in place that impacted the overall culture of the school. Data were triangulated through interviews, observations, and collection of artifacts. Two sets of individual interviews were conducted with teachers to gain insight into their experiences and opinions of changes they observed throughout the STEM certification process. A focus group interview was conducted with the administrative team to understand the experiences of school leadership and the perceptions of the culture shift they observed. A focus group interview was conducted with non-certified staff members to gather evidence from another perspective. Observations were conducted in each teacher’s classroom to provide the researcher with information on specific values, instructional practices, and structures in place. Artifacts collected provided additional information regarding organizational structures in place that led to positive transitions throughout the process. The study revealed strong relationships were built during the STEM implementation period. Teachers and students experienced a mindset shift, instructional practices promoted collaboration, and the structures provided by school leaders built a trusting, cooperative, and innovative culture.
|Commitee:||Land, Kelly, Rambo, Lynne|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Educational leadership, Science education|
|Keywords:||Collaboration, Mindset, Problem-based learning, Relationships, School culture, STEM|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be