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Direct linkJung Han; Todd Kelley; J. Geoff Knowles – Journal for STEM Education Research, 2021
Social, motivational, and instructional factors impact students' outcomes in STEM learning and their career paths. Based on prior research and expectancy-value theory, the study further explored how multiple factors affect students in the context of integrated STEM learning. High school STEM teachers participated in summer professional development…
Descriptors: STEM Education, Self Efficacy, Outcomes of Education, Expectation
Liu, Shiyu – Journal of College Student Development, 2018
The high attrition rate of STEM (science, technology, engineering, and mathematics) majors is a main concern in education. A number of factors may account for students' departure, among which preparedness for STEM learning in college is a crucial determinant. Extensive work has been done to enhance students' preparedness through efforts such as…
Descriptors: STEM Education, Summer Programs, Self Efficacy, College Freshmen
Nadelson, Louis S.; Seifert, Anne – Teacher Education and Practice, 2013
As science, technology, engineering, and mathematics (STEM) continue to grow in economic and social importance, it is critical that citizenry are prepared to be STEM literate. Furthermore, the workforce demands on STEM necessitate students seeking STEM degrees and pursuing STEM careers. Primary and secondary (K-12) teachers play an important role…
Descriptors: STEM Education, Place Based Education, Faculty Development, Teacher Attitudes
