Dissertation/Thesis Abstract

Can STEM initiatives be social justice oriented: An analysis of urban school reform via smaller learning communities
by Mete, Ryan Jared, M.A., University of Maryland, College Park, 2010, 76; 1478130
Abstract (Summary)

STEM is an acronym that stands for Science, Technology, Engineering, and Math. STEM academies are theme-based curricula that have gained considerable attention on the national level. The intended outcome of a STEM curriculum is to raise career awareness and increase college and graduate level enrollment in science and engineering in order to ultimately restore the United States’ position as a worldwide leader in technological innovation. In 2008, a group of middle school teachers in Maryland designed a STEM academy to address the achievement gap between African American and white students at their school. The founding teachers used a combination of thematic curriculum and structural redesign via a process called “looping” to create a school-within-a-school model that focused on average-performing and at-risk students. This study explores the process these teachers underwent to implement a differentiated STEM program to a diverse student body in an urban middle school.

Indexing (document details)
Advisor: MacDonald, Victoria-Maria
Commitee: Baccus, Ayanna A., Hughes, Sherick A.
School: University of Maryland, College Park
Department: Education Policy, and Leadership
School Location: United States -- Maryland
Source: MAI 48/06M, Masters Abstracts International
Subjects: Mathematics education, Middle School education, Science education, Curriculum development
Keywords: African-American, Looping, Minority, STEM, Tracking, Urban education
Publication Number: 1478130
ISBN: 9781124076515
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy