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Download full textPowers, Stephen; Hughes, Michael – Grantee Submission, 2015
In 2014, the US Department of Education awarded the Maricopa County Education Service Agency an Investing in Innovation (i3) grant to fund the Engineering STEM Identity (ESI) project. The purpose of i3 is to expand the implementation of, and investment in, innovative educational practices. Accordingly, the goal of ESI is to address one of the most…
Descriptors: STEM Education, Educational Innovation, Program Implementation, Fidelity
Sibuma, Bernadette; Wunnava, Susmitha; John, Melissa-Sue; Anggoro, Florencia; Dubosarsky, Mia – Grantee Submission, 2018
This paper reports a pilot study to determine the potential impact of an integrated STEM curriculum on Pre-K teachers' engineering content knowledge, self-efficacy and teaching practice. Using a randomized control trial design, researchers examined the impact of the curriculum in 17 Pre-K classrooms (8 intervention classrooms, 9 control…
Descriptors: STEM Education, Preschool Teachers, Pedagogical Content Knowledge, Self Efficacy
Direct linkMcCormick, Meghan P.; Weiland, Christina; Hsueh, JoAnn; Maier, Michelle; Hagos, Rama; Snow, Catherine; Leacock, Nicole; Schick, Laura – Grantee Submission, 2019
As states and districts expand access to publicly funded PreK programs, researchers and policymakers have been grappling with experimental evidence demonstrating that the benefits of PreK on academic skills are not likely to last into early elementary school. A leading hypothesis to explain this phenomenon is that PreK and the elementary grades…
Descriptors: Public Schools, Preschool Education, Early Childhood Education, Alignment (Education)
