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Challenges to Implementing STEM Professional Development From an Ecological Systems Perspective

Challenges to Implementing STEM Professional Development From an Ecological Systems Perspective
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Author(s): Zora M. Wolfe (Widener University, USA)
Copyright: 2019
Pages: 26
Source title: K-12 STEM Education in Urban Learning Environments
Source Author(s)/Editor(s): Jillian L. Wendt (University of the District of Columbia, USA) and Danielle L. Apugo (University of the District of Columbia, USA)
DOI: 10.4018/978-1-5225-7814-7.ch003

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Abstract

This chapter provides insights to common barriers to conducting STEM professional development in an urban setting. The chapter will illustrate the complexity of integrating changes to STEM teaching practices from a systems perspective, from the lens of a researcher-practitioner conducting an 18-month study of professional development in a K-8 school in a metropolitan, public school setting. Specific challenges along themes related to the classroom level, the school level, and the district level will be discussed. Finally, the chapter concludes with implications and suggestions for future professional development providers, and schools and district leaders who are considering implementing instructional and curricular change related to STEM education.

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