An Evaluation of the Equitable Practices for STEM Education to Prepare All Students for the 21st Century

<p>We are almost a quarter of the way through the 21st Century, yet most education institutions do not provide STEM education for all students. Science, technology, engineering, and math (STEM) have been a special focus of both industry and federal education initiatives in recent years. STEM is a proven way of building student skills needed for the workforce of tomorrow. The purpose of this study is to determine why education decision-makers resist implementing STEM programs equitably for all students. The context of this inquiry is district and school-based leaders throughout the United States, from elementary to high school, who have none to some STEM or career and technical education programs throughout their schools and districts. My research answers questions about barriers to STEM program adoption broadly and identifies a scalable framework of practices that includes all students in STEM programs.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2024

Author dc:creator

• Simpson, Elizabeth

Contributors dc:contributor

• Dr. Carla Sparks
• Dr. Sarah Lukas
• Dr. Lorrie Butler

• STEM Education
• Equitable Practices
• 21st Century Skills
• Career and Technical Education (CTE)
• Educational Equity
• Project-Based Learning
• Curriculum and Instruction
• Educational Leadership
• Educational Methods
• Educational Technology
• Elementary Education and Teaching
• Junior High, Intermediate, Middle School Education and Teaching
• Other Engineering
• Science and Mathematics Education
• Secondary Education
• Secondary Education and Teaching
• Vocational Education

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/821

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1881