McDonald, Denise2020-02-052020-02-052019-082019-08-08August 201https://hdl.handle.net/10657.1/2153Teachers play one of the most pivotal roles in successful student outcomes (Hattie, 2013; Kincheloe, Slattery, & Steinberg, 2000; Meijer, Geijsel, Kuijpers, Boei, & Vrieling, 2016). A major challenge for teachers is that education is a career that is forever changing and requires education professionals to be lifelong learners for a continually evolving audience of learners (Meijer et al., 2016). This mixed-methods study investigated the relationship between teachers’ reported implementation of newly acquired content knowledge and pedagogical strategies based on receptivity characteristics (Meijer et al., 2016). The quantitative data analyzed teachers’ reported implementation of lessons that integrate science, technology, engineering, and mathematics (STEM) in relation with their inquiry attitude, the teachers’ participation in developing the lesson, and by school type. The qualitative data was collected through interviews and analyzed transcription data received during the data collection phase. Once transcribed, data were coded to determine themes through constant comparative methodology in support of the grounded theory process (Berg, 2009; Glaser & Strauss, 1967). All data sources were triangulated during the analysis process.application/pdfenSTEM Educationmixed-methodsInquiry AttitudeSTEM Academyelementarymiddle schoolsciencemathematicsteacher leaderreflectionknowledge sourcingProfessional Learning CommunityPLCIntegrationCurriculum and InstructionThesis2020-02-05