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Implementation of STEM Policy: A Case Study of a STEM-Focused Urban Charter School
ARTICLE

Journal of STEM Education Volume 19, Number 3, ISSN 1557-5284 Publisher: Laboratory for Innovative Technology in Engineering Education (LITEE)

Abstract

This case study explores policy implementation of a Science, Technology, Engineering, and Mathematics (STEM)-focused charter school policy over three-year period. The expert institution studied, Gateway Science Academy of St. Louis (GSA) as a K-12 district, has used a STEM-focused curriculum model over seven years. This case study uses the Fullan Change Theory\u2019s seven core principles to investigate the GSA district\u2019s use of the New Generation Science Standards (NGSS)/Project Lead The Way (PLTW) implementation and integration process. The purpose of this study was to explore the GSA school district\u2019s STEM policy implementation within the lens of the Fullan Change Theory. The researcher interviewed teachers and administrators and conducted classroom observations in order to collect data to investigate policy implementation. The study also reviewed relevant literature on effective policy implementations. In addition to interviews and classroom observation data, additional data was collected and analyzed, including: teacher lesson plans, standardized test scores, and monthly activity logs. Findings indicate the most successful STEM-policy implementation depends on staff motivation, administrative support, professional development, and team-lesson planning

Citation

Icel, M. (2018). Implementation of STEM Policy: A Case Study of a STEM-Focused Urban Charter School. Journal of STEM Education, 19(3),. Laboratory for Innovative Technology in Engineering Education (LITEE). Retrieved October 15, 2019 from .

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