Browsing by Author "Smith, Amanda"
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Item Perceptions matter: Factors contributing to successful STEM education in a Title I school district(2022-04-26) Perry, Lakenya; Corrales, Antonio; Peters, Michelle; Smith, Amanda; Grace, JenniferThe purpose of this research study was to examine the perceptions of STEM teachers on the factors contributing to successful STEM education in a Title I school district. A sample of educators who earned their degree in STEM fields and teach STEM related coursework in their district were interviewed and observed. The educators were interviewed to provide a more in-depth understanding of teachers’ perceptions regarding effective implementation of STEM education, teachers’ perceptions regarding key components influencing effective implementation of a STEM education program, and how teachers’ perceptions affect equity in STEM education. Teachers’ perceptions regarding effective implementation of STEM education in a Title I school district are affected by early implementation of STEM education, knowledge of the Engineering Design Process (EDP), STEM integration through application, and STEM program support staff. The EDP was a common theme which emerged from the teachers’ perceptions concerning the implementation of STEM. All participants perceived self-monitoring and reflections as key components for implementing STEM education. This study revealed an equitable learning environment is key for equity in STEM education. Finally, most participants agreed access to resources promotes equity in the STEM program environment and access to resources needed within STEM education levels the playing field in STEM.Item The influence of administrative support on teachers in Title I schools during the Coronavirus pandemic(2022-08-02) Anugweje, Ijeoma C; Grace, Jennifer; Peters, Michelle; Simieou, Felix; Smith, AmandaThe purpose of this study is to examine the influence of administrative support on teachers in Title I schools during the Coronavirus pandemic. This present study will add to the knowledge base by providing information on teachers' work experiences in Title I schools during the Coronavirus pandemic. This study included a review of data collected from interviews of elementary teachers in a Title 1 district. A purposeful sample of 12 teachers who worked in a Title 1 elementary school during the Coronavirus pandemic were interviewed. The interviews provided an in-depth understanding of the teachers’ perceptions concerning administrative support during the pandemic in Title 1 schools. The findings of this study showed that administrative support has a significant role in influencing on teachers’ perception of teaching, self-efficacy, decreasing stress, cultivating positive school culture, and lessening teacher burnout. The recommendations include ways district and school level administrators can create a collaborative learning environment where teachers and students are successful.Item The Relationship of Grit, Mathematics Self-Efficacy, STEM Career Interest, and Academic Achievement for Middle School Students in Algebra I(2021-04-30) Smith, Amanda; Brown, Suzanne; Peters, Michelle; Orange, Amy; Divoll, KentThe purpose of this study was to examine the relationship between grit, mathematics self-efficacy, students’ career interest in STEM, and student achievement in Algebra I. The study was intentional in examining the concepts of self-efficacy, achievement, and career interest as part of STEM education research. The research was completed during the fall in 2019 with 118 seventh and eighth grade Algebra I students within a large suburban district located in southeast Texas. Students participated in quantitative data collection with the Short Grit Scale, the S-STEM, and individual interviews. All 118 students completed the survey and 11 students participated with individual interviews. Pearson’s Product-Moment correlation (r), structural equation modeling (SEM), and thematic coding were used to analyze the data collected.