The purpose of this qualitative study was to examine the experiences and practices of STEM teacher leaders in elementary schools. The characteristics of the STEM teacher leaders were studied under the Teacher Leader Model Standards (2011) framework. The Teacher Leader Model Standards included: fostering collaborative culture, assessments, professional development, improving instruction, usage of data, community and family collaboration, and advocacy. STEM teacher leader participants shared their rich experiences in each of the aforementioned leadership components. The practices of STEM teacher leaders were explored by the pedagogies with which they teach STEM: reflection, real-world, hands-on, collaboration, creativity, and inquiry. Study findings included:
1. STEM teacher leaders exhibit an affinity to STEM related subjects, experiences, or important figures in their lives who exemplified STEM teaching and learning.
2. STEM teacher leaders use integrated STEM pedagogies.
3. STEM teachers function as school leaders by modeling innovation through STEM.
4. STEM teacher leaders face challenges and barriers that limit their implementation of STEM approaches.
|Advisor:||Lashley, Carl A.|
|Commitee:||Peck, Craig, Lewis-Durham, Tifanie C.|
|School:||The University of North Carolina at Greensboro|
|Department:||School of Education: Educational Leadership and Cultural Foundations|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 82/8(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Mathematics education, Teacher education, Instructional Design, Curriculum development, Individual & family studies, Science education|
|Keywords:||STEM leadership, STEM teachers, Teacher leadership, Family collaboration, Collaborative culture, Advocacy, Improving instruction, Usage of data, Creativity|
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