The emphasis on engaging young learners in science, technology, engineering, and math (STEM) professions is driving calls for educational reform. One movement that is gaining momentum is exposing K-12 learners to engineering. With the advent of the Next Generation Science Standards (2012b), engineering is being more formally integrated into standards for the K-12 level. As a result, in-service elementary teachers will need to become familiar with the core concepts of engineering to effectively teach aspects of the subject in their classrooms. Elementary engineering teacher professional development (EETPD) has been identified as a method to disseminate engineering content knowledge to elementary teachers.
The purpose of this qualitative research study was to investigate the perspectives of forty-one in-service elementary teachers from a school district in the south-central United States. Teachers were asked to define a successful implementation of teacher professional development, identify measures of success, describe an ideal work climate for implementing what was learned from EETPD, and share about the value of support from engineers in their community. Data were collected using a modified version of the
National Staff Development Council Professional Development Survey (2005), focus groups, and individual interviews. Data were analyzed using established qualitative coding practices, informed by the Characteristics of Effective Professional Development (NSDC, 2009) as a theoretical framework.
The results of the study revealed that teachers require demonstration of multiple levels of relevance to generate teacher buy-in, a nurturing environment for professional growth, and strong partnerships with engineers in addition to the Characteristics of Effective Professional Development (NSDC, 2009). Unique factors to engineering in particular consist of the need for a practice run of student engineering activities and the need to develop engineering curricula that is age appropriate for early childhood and subjects such as reading, writing, and social studies. Teachers suggested student engagement, rise in student achievement, and high integration of the engineering in the classroom as success measures of the EETPD.
","abstract_html":"<p>The emphasis on engaging young learners in science, technology, engineering, and math (STEM) professions is driving calls for educational reform. One movement that is gaining momentum is exposing K-12 learners to engineering. With the advent of the Next Generation Science Standards (2012b), engineering is being more formally integrated into standards for the K-12 level. As a result, in-service elementary teachers will need to become familiar with the core concepts of engineering to effectively teach aspects of the subject in their classrooms. Elementary engineering teacher professional development (EETPD) has been identified as a method to disseminate engineering content knowledge to elementary teachers.</p> <p>The purpose of this qualitative research study was to investigate the perspectives of forty-one in-service elementary teachers from a school district in the south-central United States. Teachers were asked to define a successful implementation of teacher professional development, identify measures of success, describe an ideal work climate for implementing what was learned from EETPD, and share about the value of support from engineers in their community. Data were collected using a modified version of the</p> <p>National Staff Development Council Professional Development Survey (2005), focus groups, and individual interviews. Data were analyzed using established qualitative coding practices, informed by the Characteristics of Effective Professional Development (NSDC, 2009) as a theoretical framework.</p> <p>The results of the study revealed that teachers require demonstration of multiple levels of relevance to generate teacher buy-in, a nurturing environment for professional growth, and strong partnerships with engineers in addition to the Characteristics of Effective Professional Development (NSDC, 2009). Unique factors to engineering in particular consist of the need for a practice run of student engineering activities and the need to develop engineering curricula that is age appropriate for early childhood and subjects such as reading, writing, and social studies. Teachers suggested student engagement, rise in student achievement, and high integration of the engineering in the classroom as success measures of the EETPD.</p>","abstract_has_math":false,"creators":["Boots, Nikki Kim"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Curriculum & Instruction","degree_department":null,"school":null,"contributors":["Johannes Strobel","Heidi Diefes-Dux","William Watson","James Lehman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-10-01T07:00:00Z","date_published":"2013-10-01T07:00:00Z","updated_at":"2026-07-24T03:53:02Z","subjects":["elementary engineering","engineering curriculum","engineering education","engineering standards","professional development","teacher professional development","Elementary Education and Teaching","Instructional Media Design","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://docs.lib.purdue.edu/open_access_dissertations/186","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johannes Strobel","Heidi Diefes-Dux","William Watson","James Lehman"]},{"key":"dc:creator","label":"Author","values":["Boots, Nikki Kim"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum & Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["elementary engineering","engineering curriculum","engineering education","engineering standards","professional development","teacher professional development","Elementary Education and Teaching","Instructional Media Design","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://docs.lib.purdue.edu/open_access_dissertations/186"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The emphasis on engaging young learners in science, technology, engineering, and math (STEM) professions is driving calls for educational reform. One movement that is gaining momentum is exposing K-12 learners to engineering. With the advent of the Next Generation Science Standards (2012b), engineering is being more formally integrated into standards for the K-12 level. As a result, in-service elementary teachers will need to become familiar with the core concepts of engineering to effectively teach aspects of the subject in their classrooms. Elementary engineering teacher professional development (EETPD) has been identified as a method to disseminate engineering content knowledge to elementary teachers.
The purpose of this qualitative research study was to investigate the perspectives of forty-one in-service elementary teachers from a school district in the south-central United States. Teachers were asked to define a successful implementation of teacher professional development, identify measures of success, describe an ideal work climate for implementing what was learned from EETPD, and share about the value of support from engineers in their community. Data were collected using a modified version of the
National Staff Development Council Professional Development Survey (2005), focus groups, and individual interviews. Data were analyzed using established qualitative coding practices, informed by the Characteristics of Effective Professional Development (NSDC, 2009) as a theoretical framework.
The results of the study revealed that teachers require demonstration of multiple levels of relevance to generate teacher buy-in, a nurturing environment for professional growth, and strong partnerships with engineers in addition to the Characteristics of Effective Professional Development (NSDC, 2009). Unique factors to engineering in particular consist of the need for a practice run of student engineering activities and the need to develop engineering curricula that is age appropriate for early childhood and subjects such as reading, writing, and social studies. Teachers suggested student engagement, rise in student achievement, and high integration of the engineering in the classroom as success measures of the EETPD.
"]},{"key":"dc:title","label":"Title","values":["Examining Teachers' Perspectives on an Implementation of Elementary Engineering Teacher Professional Development"]}]}],"canonical_facts":{"dc:contributor":["Johannes Strobel","Heidi Diefes-Dux","William Watson","James Lehman"],"dc:creator":["Boots, Nikki Kim"],"dc:description.abstract":["The emphasis on engaging young learners in science, technology, engineering, and math (STEM) professions is driving calls for educational reform. One movement that is gaining momentum is exposing K-12 learners to engineering. With the advent of the Next Generation Science Standards (2012b), engineering is being more formally integrated into standards for the K-12 level. As a result, in-service elementary teachers will need to become familiar with the core concepts of engineering to effectively teach aspects of the subject in their classrooms. Elementary engineering teacher professional development (EETPD) has been identified as a method to disseminate engineering content knowledge to elementary teachers.
The purpose of this qualitative research study was to investigate the perspectives of forty-one in-service elementary teachers from a school district in the south-central United States. Teachers were asked to define a successful implementation of teacher professional development, identify measures of success, describe an ideal work climate for implementing what was learned from EETPD, and share about the value of support from engineers in their community. Data were collected using a modified version of the
National Staff Development Council Professional Development Survey (2005), focus groups, and individual interviews. Data were analyzed using established qualitative coding practices, informed by the Characteristics of Effective Professional Development (NSDC, 2009) as a theoretical framework.
The results of the study revealed that teachers require demonstration of multiple levels of relevance to generate teacher buy-in, a nurturing environment for professional growth, and strong partnerships with engineers in addition to the Characteristics of Effective Professional Development (NSDC, 2009). Unique factors to engineering in particular consist of the need for a practice run of student engineering activities and the need to develop engineering curricula that is age appropriate for early childhood and subjects such as reading, writing, and social studies. Teachers suggested student engagement, rise in student achievement, and high integration of the engineering in the classroom as success measures of the EETPD.
"],"dc:identifier":["https://docs.lib.purdue.edu/open_access_dissertations/186"],"dc:subject":["elementary engineering","engineering curriculum","engineering education","engineering standards","professional development","teacher professional development","Elementary Education and Teaching","Instructional Media Design","Teacher Education and Professional Development"],"dc:title":["Examining Teachers' Perspectives on an Implementation of Elementary Engineering Teacher Professional Development"],"thesis:degree_discipline":["Curriculum & Instruction"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T03:53:02Z"}