The purpose of this qualitative case study was to examine organizational change as it related to the implementation of STEM as perceived by elementary educators in an urban school in an urban city. The barriers, challenges and supports provided to teachers regarding STEM implementation in an urban school were investigated This study looked to include teachers and teacher leaders over a six-week period in an elementary school in a large urban School District., As a result of this study, some dialogue was generated in reference to STEM instructional practices and integration. Teachers also shared how they can increase change implementation or become improved as a result of this research. This school was identified for the research since it has been designated as one that is actively seeking the STEM School designation as are all of the schools in the cluster where this school resides. The reason this is important is because the teachers are the implementers of the change and how they see or perceive the change in instructional programming is incumbent upon the success of the outcome of the programming change.
","abstract_html":"<p>The purpose of this qualitative case study was to examine organizational change as it related to the implementation of STEM as perceived by elementary educators in an urban school in an urban city. The barriers, challenges and supports provided to teachers regarding STEM implementation in an urban school were investigated This study looked to include teachers and teacher leaders over a six-week period in an elementary school in a large urban School District., As a result of this study, some dialogue was generated in reference to STEM instructional practices and integration. Teachers also shared how they can increase change implementation or become improved as a result of this research. This school was identified for the research since it has been designated as one that is actively seeking the STEM School designation as are all of the schools in the cluster where this school resides. The reason this is important is because the teachers are the implementers of the change and how they see or perceive the change in instructional programming is incumbent upon the success of the outcome of the programming change.</p>","abstract_has_math":false,"creators":["Patton, Shelante"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr.Neporcha Cone","Dr.Binyao Zheng"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-03-31T07:00:00Z","date_published":"2020-03-31T07:00:00Z","updated_at":"2026-07-24T02:43:42Z","subjects":["STEM","instructional programming","organizational change","barriers","teacher leadership","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/39","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr.Neporcha Cone","Dr.Binyao Zheng"]},{"key":"dc:creator","label":"Author","values":["Patton, Shelante"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-05-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["STEM","instructional programming","organizational change","barriers","teacher leadership","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/39"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative case study was to examine organizational change as it related to the implementation of STEM as perceived by elementary educators in an urban school in an urban city. The barriers, challenges and supports provided to teachers regarding STEM implementation in an urban school were investigated This study looked to include teachers and teacher leaders over a six-week period in an elementary school in a large urban School District., As a result of this study, some dialogue was generated in reference to STEM instructional practices and integration. Teachers also shared how they can increase change implementation or become improved as a result of this research. This school was identified for the research since it has been designated as one that is actively seeking the STEM School designation as are all of the schools in the cluster where this school resides. The reason this is important is because the teachers are the implementers of the change and how they see or perceive the change in instructional programming is incumbent upon the success of the outcome of the programming change.
"]},{"key":"dc:title","label":"Title","values":["Elementary School Teacher's Beliefs, Organizational Change, and STEM Implementation: Factors Impacting Teacher Leadership"]}]}],"canonical_facts":{"dc:contributor":["Dr.Neporcha Cone","Dr.Binyao Zheng"],"dc:creator":["Patton, Shelante"],"dc:date.available":["2020-05-01T07:00:00Z"],"dc:description.abstract":["The purpose of this qualitative case study was to examine organizational change as it related to the implementation of STEM as perceived by elementary educators in an urban school in an urban city. The barriers, challenges and supports provided to teachers regarding STEM implementation in an urban school were investigated This study looked to include teachers and teacher leaders over a six-week period in an elementary school in a large urban School District., As a result of this study, some dialogue was generated in reference to STEM instructional practices and integration. Teachers also shared how they can increase change implementation or become improved as a result of this research. This school was identified for the research since it has been designated as one that is actively seeking the STEM School designation as are all of the schools in the cluster where this school resides. The reason this is important is because the teachers are the implementers of the change and how they see or perceive the change in instructional programming is incumbent upon the success of the outcome of the programming change.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/39"],"dc:subject":["STEM","instructional programming","organizational change","barriers","teacher leadership","Elementary Education and Teaching"],"dc:title":["Elementary School Teacher's Beliefs, Organizational Change, and STEM Implementation: Factors Impacting Teacher Leadership"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:42Z"}