University of Southern California Dissertations and Theses

STEM integration: a case study of a 21st century skills professional development program for math and science teachers in an urban school

(USC Thesis Other)

STEM integration: a case study of a 21st century skills professional development program for math and science teachers in an urban school

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content PROFESSIONAL DEVELOPMENT STEM 1 STEM INTEGRATION: A CASE STUDY OF A 21ST CENTURY SKILLS PROFESSIONAL DEVELOPMENT PROGRAM FOR MATH AND SCIENCE TEACHERS IN AN URBAN SCHOOL by Rochelle Athanesia James Tawiah A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2015 Copyright 2015 Rochelle Athanesia James Tawiah PROFESSIONAL DEVELOPMENT STEM 2 Acknowledgements I would like to thank my Savior above who is my strength and it is only through Him, that I am able to accomplish this goal. Completing this endeavor of research has enhanced my profession as an educator. Effective professional development is key to any sustainable system, more importantly for the field of teaching. Teachers are the very reason why I conducted my research and why I seek out to find new ways to enhance their pedagogy. Therefore, I would like to first thank all of the teachers I have encountered throughout my life who were inspiring, courageous, persistent and caring. You have inspired me to become a leader and make education my life long career and hobby. I would also like to thank all of the professors who have inspired me to be courageous and who have motivated me along the way. I am truly grateful for having the opportunity to have a committee whose expertise range from professional development, engineering and STEM and more. I would like to thank Dr. Anthony Maddox, Dr.Frederick Freking and Dr. Paula Carbone for their leadership and support throughout the years. The experience was priceless! I am honored to have been able to work with such a team and look forward to working with you again. I would like to thank my family and friends who have supported me through the years. I want to thank my husband, my life mate Eric Addotey Tawiah, for being so instrumental in the completion of my research by standing by me, cheering me on, and by sacrificing and being patient with me. I dedicate this degree to you. I am forever grateful and love you very much. To my parents Isaac and Mary James, I am gracious for your countless hours of instilling in me the true value of education and for providing the foundation that led to this accomplishment. Most of all, I want to thank you for providing the safe and loving environment at home that nurtured me and allowed me to develop and learn. I want to thank my mother for always being there for me PROFESSIONAL DEVELOPMENT STEM 3 and for just simply listening and being supportive. You are my strength and I love you very much. Lastly, I want to thank my cousin Paula, my sister Debra and my best friend Lanell for all of the words of encouragement. Thank you to all of the staff and participants at the research site for allowing me to conduct my research and for giving up your time in order to contribute to this study. Most of all, I would like to thank the students for giving me the drive to continue with this endeavor as an educational leader and as a researcher. I am very grateful for all of my support systems and pledge to continue this journey of learning and contribution to my community and the world. PROFESSIONAL DEVELOPMENT STEM 4 Table of Contents List of Tables 7 List of Figures 8 Abstract 9 CHAPTER ONE: INTRODUCTION 10 Background of the Problem 13 Are STEM Integration Skills Important for Teachers of 21st Century Learners? 15 K-12 STEM Professional Development Models For In-Service Teachers 17 Professional Learning Community (PLC) 20 The United States and STEM 21 Statement of the Problem 22 STEM Specific K-12 Schools vs. Traditional Comprehensive K-12 Schools 24 The Partnership for 21st Century Skills 25 Purpose of the Study 27 Significance of the Study 27 Limitations of the Study 28 Delimitations of the Study 29 Definition of Terms 29 Organization of the Study 31 CHAPTER TWO: LITERATURE REVIEW 33 STEM Defined 34 21st Century Learning Skills and Framework 36 Where is the “E” in STEM? 37 Inquiry-Based Instruction 38 Technology 39 Federal Initiatives for the Advancement of STEM Integration 40 State and Organizational Initiatives 41 Professional Learning Communities (PLCs) 42 Andragogy 43 Knowledge and Skills Transferred 44 In-Service Professional Development 45 CHAPTER THREE: METHODOLOGY 47 Theoretical Framework 49 Research Questions 51 Research Design 51 Population and Sample 52 Instrumentation 53 Interview Instruments 53 Observation Protocol 54 Data Collection 55 Validity and Reliability 56 Data Analysis 57 Summary 57 PROFESSIONAL DEVELOPMENT STEM 5 CHAPTER FOUR: FINDINGS 58 Data Summary 59 Data Analysis 60 Demographic Data 60 Survey Questions Related to the Research Questions 61 Research Question 1: How Do Teachers Perceive that 21st Century Skills Professional Development Has Changed Their Pedagogy? 61 Research Question 2: To What Degree Does the Acquisition of 21st Century Learning Skills Contribute to STEM Integration in Their Math and Science Teaching? 63 Summary of Survey Data 64 Interviews 64 Research Question 1: How Do Teachers Perceive that 21st Century Skills Professional Development Has Changed their Pedagogy? 65 Research Question 2: To What Degree Does the Acquisition of These Skills Contribute to STEM Integration in Their Math and Science Teaching? 73 Summary of Interview Data 76 Observations 77 Classroom Lesson Vignettes 77 Summary of Observation Data 85 Documents Reviewed 85 School-Based Documents 85 Teacher/Student-Centered Documents 87 Summary of Findings 88 Research Question #1: How Do Teachers Perceive That 21st Century Skills Professional Development Has Changed their Pedagogy? 88 Research Question #2: To What Degree Does the Acquisition of These Skills Contribute to STEM Integration in Their Math and Science Teaching? 90 CHAPTER 5: IMPLICATIONS, CONCLUSIONS, AND RECOMMENDATIONS 92 Summary of Findings 93 Research Question 1: How Do Teachers Perceive that 21st Century Skills Professional Development Has Changed Their Pedagogy? 93 Research Question 2: To What Degree Does the Acquisition of These Skills Will Contribute to STEM Integration in Their Math and Science Teaching? 95 Limitations 96 Implications for Educators and Researchers 97 Recommendations for Future Research 99 Conclusion 100 References 101 Appendix A: Teacher Interview Protocol 109 Appendix B: Observation Protocol 112 Appendix C: 21st Century Skills Survey 115 Appendix D: Professional Development Calendar (July) 117 Appendix E: Professional Development Calendar (August) 118 Appendix F: Professional Development Calendar (2014-2015 School Year) 119 Appendix G: Frog Dissection Worksheets 121 PROFESSIONAL DEVELOPMENT STEM 6 Appendix H: Marshmallow Construction Project Steps 125 Appendix I: Essential Question 128 PROFESSIONAL DEVELOPMENT STEM 7 List of Tables Table 1: Demographic information of study participants 61 PROFESSIONAL DEVELOPMENT STEM 8 List of Figures Figure 1: Student dissecting a frog 79 Figure 2: Frog identification chart 79 Figure 3: Map used during Pythagorean Theorem problem-based lesson 81 Figure 4: Evidence of probing question during an experiment 82 Figure 5: Final product of a structure that passed the test 84 PROFESSIONAL DEVELOPMENT STEM 9 Abstract Using the P21 21 st Century Learner Skills Framework, this study set out to explore how professional development for math and science teachers influenced their lessons in 21 st Century Learning Skills and how these skills may have aided in the integration of STEM. Using surveys, interviews and observations as the data source, the study examined teacher perceptions, from three math and science teachers at an urban middle school, on the 3-week summer professional development and follow up sessions throughout the school year, they have received in 21 st century learning skills and STEM. Findings from this study indicate that study participants believed that the professional development they received has changed their pedagogy to some capacity. Implementation of collaboration and communication skills were evident throughout all data sources. However, improvement of the professional development model is needed in more explicit training in project based learning, inquiry based instruction, professional learning communities and the overall pacing of the professional development calendar and agenda. This study illustrates common themes that may affect the effectiveness of professional development in 21 st century learning skills and STEM integration for math and science teachers and will contribute to future research for professional development delivery models in these areas. PROFESSIONAL DEVELOPMENT STEM 10 CHAPTER ONE: INTRODUCTION Enhancing the quality and quantity of K-12 STEM education is inextricably linked to the continued professional development of K-12 teachers. -Nadelson, Seifert, Moll, & Coats, 2012, p 1. How well K-12 science and math teachers are prepared to integrate Science, Technology, Engineering, and Math (STEM) into their specific discipline and then be able to use 21st century skills as supports to do so can vary depending on the teacher education program or the K-12 school’s philosophy on STEM integration programs. In the spectrum of learning, the importance of teachers integrating the STEM subjects may aid in metacognition by providing an interconnectedness of the disciplines where this interconnectedness provides the ideal setting for learning and meaning making (Honey, Pearson, & Schweingruber, 2014). This meaning making and integration of the disciplines can be accomplished by incorporating 21st century learning skills into lessons so that students will be competitive in the 21st century workforce including STEM-related occupations. Considering the large push for U.S. students in the 21st century to be able to be competitive with other countries in STEM fields, schools nationwide have incorporated the integration of STEM into their curriculum (Honey et al., 2014; National Academies Press [NAP], 2006; National Research Council [NRC], 2012). Textbook companies have become aware of this new initiative and have incorporated STEM integration in their textbooks to keep up with the emerging Common Core State Standards and Next Generation Science Standards that have incorporated STEM integration skills within them (McGraw-Hill, 2015). This advancement is so crucial that policy makers, corporations and educators have worked together at the federal, state and local level to put in place criteria for effective STEM programs for both students and professional development for teachers (NRC, 2012). Due to the PROFESSIONAL DEVELOPMENT STEM 11 decrease in the U.S. growth in science, engineering and technology fields, the U.S. Congress began to examine this trend and requested a report from experts in the field of science, technology and engineering. The report, Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, made recommendations for procedures that federal policy-makers should consider in order to improve the development of high-quality jobs that require more emphasis on science and technology (Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2006). The outcome desired from these steps is to successfully compete in our global society in the 21st century and beyond. In order for the U.S. to be more competitive in STEM fields, it is essential to identify the current practices in K-12 education and how it correlates to advancements in these fields. One of the action items in the National Academy Press report emphasized the need to strengthen the science, math, engineering and technology skills, of K-12 teachers (Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007). Most recently, at the local level, Superintendent of Public Schools for California, Tom Torkalson, initiated a task force that was commissioned to develop a new vision and direction for STEM education. In this report, professional development for teachers was deemed to be an important area of STEM education that needed improvement. One of the 7 Strategic Action Areas of the report gave recommendations on how professional learning can be improved at the state, regional and local level (California Department of Education [CDE], 2014). Every K-12 teacher participates in some form of formal training before they enter their classrooms and this training may vary. University pre-service teacher programs and in-service PROFESSIONAL DEVELOPMENT STEM 12 professional development schools are just a few examples of how teachers acquire this training. With the rising demands of the need to increase the workforce of STEM-related fields, there may be a need for today’s K-12 science and math teachers to build upon the skills they have obtained and acquire new knowledge and skill in 21st century skills as society advances in STEM across the globe. This new knowledge and skill may incorporate instructional strategies that traditional science and math teachers need, in order to successfully integrate STEM within their lessons so that students will begin to construct their own knowledge and apply it to real world applications (Laboy-Rush, 2007). Examining how well teachers of STEM disciplines are prepared at the site level to teach the specific skills needed for the 21st century, will inform educators, political figures, professional development organizations and universities on how to better equip science and math teachers with effective instructional delivery strategies. The purpose of this study is to observe the methodology, researched-based practices and products of professional development at a school that has incorporated 21st century learning skills strategies into their professional development model and how these strategies may improve pedagogy for math and science teachers. Improving pedagogy in these disciplines will aid students with making connections across the disciplines and make meaning with what they have learned so that they may be able to apply it in their future professions. The professional development model examined at the school began with a 3-week professional development series during the summer and included 2 days of cooperative learning strategies, 3 days of project-based learning, 1 day of lesson design, and 2 days of Common Core Standards-based lesson planning strategies. The summer training preceded professional development that teachers received throughout the school year. The purpose of the training was to assist teachers with fulfilling the goals of the school for their students: PROFESSIONAL DEVELOPMENT STEM 13 Students will become educated 21st century individuals by working with teachers, parents, community member volunteers, and peers to become actively involved in their own learning, both in determining the nature of their educational endeavors and in being active participants in their learning experiences. Students will develop their abilities to think about and discuss ideas and issues critically, and to question and inquire about the world around them…They will be able to analyze and understand complex system…learn to think holistically, abstractly and creatively. 1 These strategies and skills are just a few of the elements that are included in 21st century skills learning and are skills that teachers need in order to begin successfully integrating the STEM disciplines to effectively blend content knowledge, specific skills, expertise and literacies. Component Two, Learning and Innovation Skills, of the Framework for 21st Century Learning Skills illustrate these skills (Partnership for 21st Century Skills [P21], 2009a). These skills and strategies will be defined explicitly in the literature review of this study. Background of the Problem It is essential that teachers possess the skills to blend the subjects of science, math, engineering and technology (STEM) in order for students to make conceptual connections within the disciplines and to be able to use higher order thinking skills and apply them to real world applications (Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007). These connections are important for the development of the 21st century learner. Inquiry-based approaches, project-based learning, cooperative learning, creativity, communication, critical thinking, problem solving and engineering by design are skills that teachers should incorporate into their lessons in order to provide an environment where students are able to think critically and problem solve (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011; Little, 1993). Building the capacity of students’ critical thinking and problem solving skills is critical for the 1 This quote is taken from the study school’s charter petition. Therefore, the source cannot be provided as it would compromise the subjects’ confidentiality. 2 This quote was taken from the charter petition of the school under investigation. To reveal the source would be to PROFESSIONAL DEVELOPMENT STEM 14 21st century learner and will therefore produce more U.S. citizens who are prepared for the 21st century workforce (CDE, 2014; Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007; Fulton & Britton, 2011; Nadelson et al., 2012). There appears to be a deficit of content knowledge and effective pedagogy for K-12 science and math teachers to effectively deliver instruction and integrate STEM disciplines (CDE, 2014; Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007; Nadelson et al., 2012; Read, 2013). Science and math teachers who are well prepared to integrate STEM, have the content knowledge and effective pedagogy that prepare their students to become critical thinkers and problem solvers. Lee Shulman describes this knowledge as Pedagogical Content Knowledge (PCK) where teachers are able to use the content knowledge acquired in their field of study and be able to apply it to their lessons in a way that that content taught is understood by their students (Shulman, 1986). There is a need for all K-12 math and science teachers to have this PCK, more specifically in STEM, where their understanding of the four disciplines is complimented by their pedagogy skills. Twenty-first century K-12 science and math teachers require this understanding in order to teach beyond basic facts and computations and be able to facilitate and model real world problem solving, collaboration and critical thinking skills needed in our global society. It is important to understand how teachers of the STEM disciplines are supported with a strong foundation in 21st century learner skills that are needed to successfully integrate STEM disciplines. The desired result of this instruction is for students to acquire the skill of transfer in which students are able to apply what they have learned in one area and be able to apply it to another area both within a specific discipline or across all disciplines (Honey et al., 2014). PROFESSIONAL DEVELOPMENT STEM 15 One way schools can support math and science teachers with the successful integration of STEM, by way of 21st century learner skills, is to equip their teachers with a clear understanding of STEM integration. The National Research Council (NRC, 2013) describes in one of their reports that there is a need to increase STEM literacy among teachers. STEM literacy goes beyond being literate in science, technology, engineering, and math as independent variables; it incorporates the understanding of the cohesive integration of all four disciplines of STEM and how they are interrelated (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011). It is necessary to include this new literacy into current teacher professional development practices in K-12 schools so that teachers effectively deliver STEM instruction in a fashion where science, technology, engineering, and math are dependent upon each other. The concept of STEM literacy will be presented in the literature review of this study. Are STEM Integration Skills Important for Teachers of 21st Century Learners? Professional development that does not include the integration of STEM, for science and math teachers, may not include training in the development of engineering by design, technology-driven instruction, project-based learning and inquiry-based instructional skills needed to conceptualize information learned. Twenty-first century learning skills encompass these skills and are grounded in authentic experiences that are applicable to real world application (CDE, 2014; Niess, 2005; NRC 2011; P21, 2009a; Read, 2013). According to the Partnership for 21st Century Learning Skills (P21, 2009a), a 21st century learner possesses a ”blending of specific skills, content knowledge, expertise and literacies” (p. 1). The characteristics of 21st century learners are students who are critical thinkers, creative and good communicators and collaborators, which also correlate with skills that can be acquired in the STEM disciplines. They have the necessary life and career skills PROFESSIONAL DEVELOPMENT STEM 16 needed to compete in today’s society (NRC, 2013; Niess, 2005; P21, 2009a). Teachers need to possess these skills to produce this new generation of learners. In her research on pre-service teacher development programs, Tory Read (2013) stated that, “The new standards and the most promising STEM education programs all require teachers to use inquiry-based instructional approaches to teach students how to reason, design experiments, analyze evidence and justify solutions” (p.3). Although Read (2013) refers to pre-service teacher education programs, these standards are also applicable for in-service professional development at the site level. The implementation of the new Common Core standards and the Next Generation Science standards are evidence of the current changes in education today in relation to preparing students with obtaining 21st century learning skills (CDE, 2014; NRC, 2005). The implementation of these standards will require teachers to teach their students deep conceptual understanding and application in where students use the problem solving concepts learned and are able to apply them outside of their classrooms (CDE, 2014; Student Achievement Partners, 2011). Students will most likely acquire this new knowledge in their K-12 classrooms, from K-12 teachers, as illustrated in the three major reports referenced in this study, Successful K-12 STEM Education, Partnership for 21st Century Skills, and Innovate: A Blueprint for Science, Technology, Engineering and Math in California Public Schools (CDE, 2014; Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007; P21, 2011). Professional development models and strategies vary, therefore they are important areas to research. How informed the site administrator is in the STEM disciplines can also contribute to building the capacity of this new knowledge for science and math teachers. PROFESSIONAL DEVELOPMENT STEM 17 K-12 STEM Professional Development Models For In-Service Teachers There is research that explores various approaches to teacher professional development in STEM integration. One such project, the i-STEM Summer Institute, had a vision to delve into this very issue by forming an initiative to train STEM teachers. The institute was conducted during the summer and focused on content subject matter for science and math teachers. Professional development was delivered over a four-day period as a residential institute where teachers participated in training, lesson planning, networking and opportunities for socializing with their peers. The facilitators provided training in STEM curriculum, integration, and instructional strategies. Participation in the training was by choice and team registration was encouraged. Over 229 teachers participated in the institute and the data collection instrument used in the study was an online multilevel survey (Nadelson et al., 2012). The research of the institute supported the argument that in order for students to acquire new knowledge in STEM, there is a great need to build science and math teacher’s capacity in content-based instruction (CDE, 2014; Nadelson et al., 2012; Stohlmann, Moore, & Roehrig, 2012; NRC, 2012). However, the data obtained from the study focused on the pedagogical discontentment of teachers and how their lack of mastery, in their specific discipline, may contribute to less in depth instruction. The goal of the study was to create an atmosphere where teachers are involved in hands on activities that may increase their knowledge and skill in math and science. Participation in the study was self-selected and the activities of the four-day camp were attractive to teachers who wanted to obtain more information on STEM integration (Nadelson et al., 2012). In contrast, this study will focus on 21st century learner strategies used in an offsite and an onsite in-service professional development program and how those strategies will inform middle school math and science teachers who are charged with the task of integrating STEM disciplines. PROFESSIONAL DEVELOPMENT STEM 18 In their report on K-12 STEM education, the report also provided models of STEM focused professional development programs. The Committee on Highly Successful Schools or Programs wrote the report that was funded by the National Science Foundation, for K-2 STEM Education (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011). The committee’s report was established to identify highly successful STEM schools and then use this data to outline criteria for STEM schools. The report focused primarily on the math and science element of STEM. Technology and engineering was not emphasized because they are not typically taught in K-12 schools (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011). Therefore there may be a lack of knowledge in the research of true STEM integration that includes the before-mentioned technology and engineering skills teachers need to effectively integrate the STEM disciplines. The committee defined three categories of STEM schools: selective, inclusive STEM schools and Career and Technical Education (CTE) schools. Throughout their research, the committee identified effective professional development strategies as the major contributing factors for successful STEM schools: • Focus on developing teachers’ capabilities and knowledge to teach content and subject matter, • Address teachers’ classroom work and the problems they encounter in their school settings, and, • Provide multiple and sustained opportunities for teacher learning over a substantial time interval (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011). PROFESSIONAL DEVELOPMENT STEM 19 Although the research of the report incorporates some components of 21st century and STEM integration skills, the focus is not primarily on professional development models. The study evaluates curriculum, staffing, school programs and accountability systems. The research described and analyzed in this report, will inform the research for this case study that is centered on professional development for middle school math and science teachers. The Partnership for 21st Century Skills (P21, 2011) is another organization that created an initiative to improve academic skills for students of the 21st century. The organization collaborated with the U.S. Department of Education, Apple Inc., Microsoft Inc., and various other businesses, to create a framework for educators to use as a guide to improve 21st century learning skills for students. The framework provides a matrix that informs the public on what skills, knowledge, mastery and literacy are needed to compete in our global society. The framework includes a professional development component that describes the characteristics for an effective professional development program. The characteristics are: • Ensuring educators understand the importance of 21st century skills and how to best integrate them into daily instruction; • Enabling collaboration among all participants; • Allowing teachers and principals to construct their own learning communities; • Tapping the expertise within a school or school district through coaching, mentoring, and team teaching; • Supporting educators in their role as facilitators of learning; • Using 21st century technology tools (P21, 2002). One of the characteristics listed in the Framework for 21st Century Learning, that correlates to the goal of the study school, and that is listed in their mission and vision statements, PROFESSIONAL DEVELOPMENT STEM 20 is the importance of successfully integrating 21st century skills into daily lessons (P21, 2009b). As illustrated earlier in this study, the inquiry-based approach, problem solving and engineering by design skills are 21st century learning skills that are also skills that define STEM integration. More specifically, science and math teachers need these skills in order to successfully integrate elements of technology and engineering in their lessons (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011). The characteristics described in the P21 framework provide a more in depth model for professional development in STEM integration and illustrates a continuum of learning in 21st century skills for K-12 teachers. Considering all components of the P21 framework professional development model and the inclusiveness of technology and STEM integration skills, the professional development model from the P21 21st century learning skills framework was used throughout this study and will guide the research questions for this study. Professional Learning Community (PLC) The effectiveness of the professional learning culture of a school is also essential for the transfer of knowledge to take place for teachers (Fulton & Britton, 2011). It is the responsibility of the site administrator to foster this culture. In this research study, data was obtained from the documents and notes retrieved from the Professional Learning Community (PLC) activities at the target school. PLCs give teachers an opportunity to interact with each other and share strategies, content standards and lessons. This interaction is important as the foundation and basic concept of PLCs. In his research on PLCs, Richard DuFour (2007) emphasized the importance of having a strategy that connects to a school’s mission for its students. In relation to the mission and vision of the school in this study, it is important that teachers are contributing to the school’s mission of preparing 21st century skills by lesson planning together and engaging in academic PROFESSIONAL DEVELOPMENT STEM 21 conversations regarding their students’ progress with this goal. This study has explored how PLCs at the study school contributed to the professional development continuum and how it may affect the process of new knowledge for middle school math and science teachers. The United States and STEM Although the U.S. is moving full speed towards the implementation of the Common Core and the Next Generation Science Standards, U.S. students are still far behind other countries when it comes to science, math, engineering and technology. Historically, U.S. schools have contributed and led our nation in economic growth and prosperity. However, due to advances in research and technology, the rest of the world is advancing at a much faster rate. In order for this growth to continue in our nation, the U.S. must employ a more STEM-literate workforce, which begins with our students (President’s Council of Advisors on Science and Technology, 2010). In order to assist students with improving their progress in STEM subjects, teachers of the STEM disciplines will need to obtain a deeper understanding of STEM integration by using new strategies and build communities of practice for teaching 21st century learning skills and knowledge. This new knowledge will in return enhance human capital, in regards to STEM, of the U.S. Workforce (Ejiwale, 2013; NRC, 2013; Ostler, 2012; President’s Council of Advisors on Science and Technology [PCAST], 2010; Wang, 2012). A professional development plan that includes 21st century learning skills for k-12 math and science teachers will aid in the integration of STEM disciplines and therefore would better equip students to apply these skills in real word applications. This research study set out to explore professional development activities that integrate 21st century learning skills in order to build the capacity, in STEM integration, for math and science middle school teachers. A case study, provided a more intimate look at professional PROFESSIONAL DEVELOPMENT STEM 22 development, that is grounded in 21st century learning and includes STEM integration skills and knowledge, in an urban school setting where 21st century skills is the mission of the school. This new knowledge has also provided insight on how professional development, that incorporated these skills, may affect the pedagogy of math and science teachers. The literature reviewed suggests that 21st century skills are in alignment with skills that are incorporated in the integration of STEM disciplines, therefore the terms were used interchangeably throughout the study (Beers, 2012; CDE, 2014; Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007; Nadelson et al., 2012; Ostler, 2012; P21, 2009b). Statement of the Problem The importance of STEM integration in K-12 schools is a fairly new concept to the educational community, however this is not the same in terms of the U.S.’s mission of employing more citizens in STEM fields. Some may say this interest increased when the world watched the former Soviet Union place the satellite, Sputnik, into space in 1957 (Cochran-Smith & Zeichner, 2005). As the world watched, the U.S., amongst other countries, began to implement strategies to compete with this new advancement in science and technology. Incorporating STEM integration in the K-12 curriculum is important for the advancement of U.S. students in STEM careers in the 21st century. Nationally, the increase in the number of U.S. citizens in STEM careers will build the capacity of the nation, which will equip the U.S. workforce to be more globally competitive with its counterparts in other countries (Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007; Nadelson et al., 2012). The data is very explicit in terms of the progress the U.S. is making in STEM fields compared to other countries. Although there PROFESSIONAL DEVELOPMENT STEM 23 has been an increase of U.S. students receiving 4-year degrees across all disciplines, the gap is still significant when compared to other countries (Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007; Gonzalez & Kuenzi, 2012). In 2004, the number of engineering, computer science and information technology students who received either a 2, 3 or 4-year degree differed greatly among Chinese and American college students, China being the leading country (Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007). Science and engineering is important for the advancement of innovators and leaders in technology and science related fields. In 2012, there were 6.2 million scientists and engineers who were employed in the U.S., unfortunately this number represented only 4.8% of the workforce in America. The Bureau of Labor Statistics, overseen by the United States Department of Labor, projects that by 2022, the science and engineering workforce will need 2.3 million workers due to growth and replacement in these fields (Sargent, 2014). The emphasis to teach math and science teachers how to include technology and engineering instructional strategies into their lessons is important because these skills are often missing in K- 12 classroom STEM integration instruction, as previously stated (CDE, 2014; P21, 2009b). STEM professional development programs often lack explicit strategies that are connected to engineering and design or lack the inclusion of technology as a tool for instructional delivery and student learning (CDE, 2014; NRC, 2013). These skills are needed for U.S. students to be adequately prepared in 21st century skills in order to successfully enter STEM fields. There are schools where the primary focus of the organization is to offer explicit instruction in STEM with an emphasis in engineering and technology. For the purpose of this study, it is important to PROFESSIONAL DEVELOPMENT STEM 24 examine STEM specific schools and how their teachers are prepared in contrast to professional development at traditional comprehensive K-12 schools. STEM Specific K-12 Schools vs. Traditional Comprehensive K-12 Schools The current research in STEM professional development is focused primarily on STEM Specific Schools that have an explicitly defined STEM culture. The report on successful STEM schools explores criteria that define STEM schools. A STEM school, according to this report, is a school that may include rigorous STEM instruction and school-wide practices (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011). For the purpose of this study, STEM Specific Schools are schools that fall within the following three categories: • STEM Selective Schools: Schools that have emphases on one or more of the STEM disciplines and have selective admission requirements • Inclusive STEM schools: Schools that have emphases on one or more of the STEM disciplines but do not have selective admission requirements • STEM-related Career and Technical Education (CTEs): Schools that offer more real world applications in order to prepare students for STEM fields. Emphases may focus on Advanced Placement (AP) or International Baccalaureate (IB) classes (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011). The report included a case study of a comprehensive high school, but did not provide examples from elementary or middle schools. Research examined in the report provided models of various K-12 schools, including elementary and middle schools, however the focus was very specific in terms of the focus of the training. The professional development model in this report is explicitly identified as STEM professional development (Committee on Highly Successful PROFESSIONAL DEVELOPMENT STEM 25 Schools or Programs for K-12 STEM Education et al., 2011; Nadelson et al., 2012; Stohlmann et al., 2012). The report focused on STEM-focused schools or STEM-specific professional development that was delivered by experts from STEM fields in contrast to a professional delivery model where content is delivered by site level administrators or professional development vendors who are not STEM professionals. There appears to be a lack of research from underperforming comprehensive schools that have professional development models that are not specifically identified as STEM or delivered by presenters who are not from STEM fields (Nadelson et al., 2012; Stohlmann et al., 2012). More specifically, schools that have a professional development model that influences the acquisition of 21st century learning skills. The Partnership for 21st Century Skills The desired outcome of an effective STEM focused professional development model is for students to develop strong 21st century skills so that they may be able to construct their own knowledge and become critical thinkers and problem solvers in order to become active participants in STEM-related careers in the United States (Ejiwale, 2013; Gonzalez & Kuenzi, 2012; Read, 2013; P21, 2009b). P21 has developed a framework for improving 21st century learner skills. The framework provides a model of support systems that include professional development strategies for administrators and teachers to use with the result that they may incorporate 21st century skills into their classrooms. Skills such as problem solving, inquiry- based approaches, collaboration, communication and engineering-by-design strategies are also inclusive in STEM integration programs. These skills are listed in the student outcomes component of the framework, Learning and Innovation Skills and are referred to as the 4C’s: critical thinking, communication, collaboration and creativity; Skills that are acquired through lessons that integrate the STEM disciplines. The framework is a structured model that can be PROFESSIONAL DEVELOPMENT STEM 26 used for both comprehensive schools and STEM-focused schools (P21, 2011). The framework includes a professional development component that prescribes strategic steps to effectively teach STEM integration skills. The focus of this case study was on middle school science and math teachers at a low performing charter school whose mission is to prepare their students for the 21st century. This goal is essential for students who may lack these skills that are needed to be successful in math and science in a culture where the Common Core Math and Next Generation Science Standards are becoming common language in K-12 schools nationwide. The majority of the students at the study site have historically scored below average on the California Standards Test (CST) math and science assessments. In 2013, the percentage of students who scored proficient in math was 19% for sixth graders, 12% for seventh graders and 2% for eighth graders. In science, only 12% of seventh graders and 9% of eighth graders scored proficient on the CST (CDE, 2014). Students at the study site scored lower in math and science in comparison to their scores in English. Math and science are the core subjects of the STEM disciplines; therefore there is a need to have a school-level professional development plan in order to improve pedagogy for math and science teachers. As a result, instruction of these skills will aid with the transfer of knowledge and skills within and across all disciplines. This transfer of knowledge and skill is important so that students are able to conceptualize what they are learning and be able to apply it in the real world. The P21 Framework provided a model with strategies that stakeholders can use to improve instructional strategies in 21st century skills. For the purpose of this case study, an emphasis was placed on the professional development model for math and science teachers. The professional development component of the framework was used to frame the research of this case study. PROFESSIONAL DEVELOPMENT STEM 27 Purpose of the Study The purpose of this study was to observe middle school math and science teachers who participated in professional development, which included the P21 21st century skills for learners. This study is a qualitative study and a triangulation of data was used to support study findings. Surveys, interviews, school documents and observations are the data sources for this study. This study was guided by the following research questions: 1. How do teachers perceive that 21st century skills professional development has changed their pedagogy? 2. To what degree does the acquisition of 21st century skills contribute to STEM integration in teachers’ math and science teaching? Significance of the Study Effective professional development for teachers of STEM disciplines, more specifically sixth-eighth grade math and science teachers, is essential for effective pedagogy in STEM disciplines. A result of this pedagogy, with an integrated approach, “can bring STEM fields alive for students and deepen their learning” (Honey et al., 2014, p. 5). It is crucial that math and science teachers are adequately prepared to effectively integrate STEM subjects by teaching 21st century learner skills to their students. Examining the factors that contribute to an effective in- service teacher professional development program that incorporates these skills, will inform districts, administrators and leaders in education on how an integrated approach of instructional delivery, using 21st century skills, will aid in the connectedness of the STEM disciplines. Effective professional development for teachers is directly related to effective pedagogy. Math and science teachers need to acquire more content knowledge in their specific discipline, integrate engineering and technology into their math and science lessons, acquire 21st century PROFESSIONAL DEVELOPMENT STEM 28 learner skills and strategies, and engage in professional dialog and reflection (CDE, 2014; Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011; Rockland et al., 2010). This study will serve as an additional resource of research that is specific to professional development and 21st century learner skills. Math and science teachers, who participated in a 21st century skills focused 3-week professional development and follow up sessions, were observed and interviewed in order to obtain data on how they have transferred and implemented these strategies into their lessons as it is applicable to STEM integration. Data from follow-up PLC meetings was considered in this research. It will contribute to the literature on integration of the STEM disciplines. Limitations of the Study A case study review of a professional development model, that incorporated 21st Century learner skills for math and science teachers will contribute to the research on improving STEM integration in K-12 schools. However there were limitations to the study that are listed subsequently: 1. The study was a small-scale study of a small learning community within one middle school. 2. The professional development model implemented in the school was new and therefore no comparative data existed. 3. The case study was conducted during a short period of time, which limited data collection. 4. Researcher was a member of the school and bias is possible PROFESSIONAL DEVELOPMENT STEM 29 Conducting a small-scale study of a small learning community within one middle school limited the data collected by relying on one source of data. The number of participants in the study may not be easily generalized by other populations of K-12 schools and institutions. In addition, the research was conducted in one environment that did not allow comparative data in regards to interviews, surveys and observations. The professional development that was conducted at the research site was a new model that was implemented for the 2014-2015 school year. This may also limit the data obtained. Although conducting a case study analysis can provide research that is in depth, due to the lack of time performing research at the site, results may be limited (Maxwell, 2013; Merriam, 2009). The use of multiple data sources assisted with eliminating the limitations discussed. Interviews, observations, and review of documents and records informed the research of this study by providing data from many aspects of the teaching process: classroom lessons, lesson plans, PLC data and observations, professional development documents, school assessment data, and the school’s charter petition. Delimitations of the Study The research was conducted in an urban independent charter middle school that has been open for 5 years. The selection of a comprehensive school verses a STEM-specific school may limit the scope of the research conducted (Hadden, 2013). The use of a qualitative method for research, allows multiple instruments, interviews, observations and review of documents, to be used in the collection of data and will provide a more comprehensive data source for this study (Merriam, 2009). Definition of Terms Various terms are used in this study. To clarify meaning, definitions used throughout the study are listed below: PROFESSIONAL DEVELOPMENT STEM 30 • 21st Century Learner Skills: The skills, knowledge and expertise students must master to succeed in life; students who can think critically and communicate effectively built on a base of core academic subject knowledge as a blend of content knowledge, specific skills, expertise and literacies. Students must possess critical thinking, problem solving, communication, and collaboration skills (P21, 2009b). • Andragogy: The process of adult learning when adults begin to develop an independent self-concept as their reserve of experiences begin to grow (Knowles, Holton, & Swanson, 1980). • Common Core Standards: Common standards in English Language Arts and Mathematics that was adopted in 2010 by 45 states in the United States. They are common standards that describe what students should be able to do in each grade level in K-12 and include critical thinking, cooperative learning and project based skills (CDE, 2014). • Inquiry-Based Approach: “Inquiry refers to the activities of scientists in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.” (NRC, 1996, p. 23). An inquiry-based approach to learning, “requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations” (NRC, 1996, p. 23). • Next Generation Science Standards: Content rich, K-12 science standards across discipline and grade levels. The standards are based on the Framework for K-12 Science Education from the NRC (Achieve, Inc., 2013). • Partnership for 21st Century Skills (P21): A public-private organization that was formed to create an effective learning model of 21st century learning skills for educators (P21, 2009b). PROFESSIONAL DEVELOPMENT STEM 31 • Professional Development: “Those processes and activities designed to enhance the professional knowledge, skills, and attitudes of educators so that they might, in turn, improve the learning of students…It is an intentional, ongoing and systemic process,” (Guskey, 2000, p.16). • Professional Learning Community (PLC): A community of educators that has the following characteristics: shared values and vision, collective responsibility, reflective professional inquiry, professional collaboration, promotion of group and individual learning (Stoll, Bolam, McMahon, Wallace & Thomas, 2006; Williams, Brien, Sprague, & Sullivan, 2008). • Project-Based Learning: Project Based Learning is “Learning by doing,” (Laboy-Rush, 2012, p. 4). This style of learning improves a student’s knowledge by providing opportunities for higher-level cognitive tasks such as problem solving in mathematics and scientific processes (Laboy-Rush, 2012). • STEM Integration. STEM integration is the blending of the core subjects of math and science while infusing technology, science inquiry and engineering design in order to make, “STEM learning more concrete and relevant” (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011, p. 2). Organization of the Study This case study is composed of five chapters. Chapter One provides a summary of the case study and describes the basis for this research. Chapter Two provides a literature review of the problem that included literature on professional development, STEM professional development, pre-service teacher education, and the Framework for 21st Century Learner Skills. Chapter Three is a description of the methodology used to conduct research, a review of validity PROFESSIONAL DEVELOPMENT STEM 32 and reliability, the sampling procedure, steps for data collection and the development process for research question design. Chapter Four describes the population and findings from the research conducted using the triangulation method. Chapter Five is a summary of the findings, a discussion of the implications and recommendations for future research. PROFESSIONAL DEVELOPMENT STEM 33 CHAPTER TWO: LITERATURE REVIEW Improving the way math and science teachers integrate STEM disciplines by using 21st century skills can make a significant impact on the U.S. economy, by strengthening the nation’s contribution to providing well-trained and capable participants in STEM fields (Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007; NRC, 2005; Read, 2013). Moreover, students who possess 21st century learning skills: critical thinking, creativity, problem solving, collaboration, project-based learning and communication skills, will be more productive in any field they decide to enter. By using the P21 21st Century Learner Skills Framework, this study focused on how middle school science and math teachers were involved in 21st century skills professional development experiences and how these experiences affected their pedagogy of STEM integration. Student success with acquiring these skills will better equip them to be able to interact in a world that is technologically driven and innovative (Fulton & Britton, 2011; P21, 2009b; Stohlmann et al., 2012). The Committee on Highly Successful Schools describes this integration in their report, Successful K-12 STEM Education (Committee on Highly Successful Schools or Programs for K- 12 STEM Education, Board of Science Education and Board on Testing and Assessment, Division of Behavioral and Social Science and Education, & National Research Council, 2011). The committee described STEM integration as, the blending of the core subjects of math and science while infusing science inquiry and engineering design in order to make, “STEM learning more concrete and relevant” (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011, p. 2). Another publication, Innovate: A Blueprint for Science, Technology, Engineering and Mathematics in California Public Education, commissioned by Tom Torlkalson, Superintendent of Public Schools, provided a guide for STEM integration PROFESSIONAL DEVELOPMENT STEM 34 (CDE, 2014). The report, Rising Above the Gathering Storm, written by the Committee on Prospering in the Global Economy of the 21st Century and the Committee on Science, Engineering, and Public Policy explains the importance of equipping Americans with the tools needed to successfully participate in the global economy, more specifically, STEM careers (Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007). All of the major reports examined in the literature review revealed a trend in the need for ongoing professional development for teachers of the STEM disciplines (CDE, 2014; Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011; Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007; P21, 2011). New initiatives in STEM require teachers to teach in ways that are innovative and effective (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011; P21, 2011). This literature review will contribute to our understanding of professional development, teacher education programs, STEM integration and 21st century learner skills. Although adult learning theory, or andragogy, described further in this chapter, provided an understanding of teacher learning, the Framework for 21st Century Learning Skills was used as a basis for characterizing STEM related professional development (Knowles, 1978; P21, 2011). STEM Defined Science, Technology, Engineering, and Math (STEM) is more than a blend of disciplines; it is a way of learning that encompasses skills in project-based learning, inquiry by design, creativity, collaboration, communication, and critical thinking. STEM is the disciplines of science, technology, engineering, and mathematics. As with all definitions, there may be multiple variations of the definition for STEM. STEM disciplines are typically taught in silos as PROFESSIONAL DEVELOPMENT STEM 35 individual subjects and the various concepts of the disciplines are rarely interchangeable or blended. As Ejiwale (2013) noted, “STEM education is a “meta-discipline” meaning it is the “creation of a discipline based on the integration of other disciplinary knowledge into a new ‘whole’ rather than in bits and pieces” (p. 2). It is an interdisciplinary approach (Morrison, 2006 p.; Tsupros, Kohler, & Hallinen, 2009). One example of this integration from the literature is from a report written by the Committee on a Conceptual Framework for New K-12 Science Education Standards (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011). Although the report focuses on science, engineering and technology, the intentions of what the writers wanted for science education was clear. The overarching goal of education in these fields, as described by the committee is to blend the disciplines together to deliver instruction in a cohesive not segmented fashion (Ejiwale, 2013; Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011). Another source stated that STEM is intentional in its approach and it encompasses the new Common Core Standards in math. It is project-based learning in all aspects and uses technology and engineering as tools to enhance learning (Read, 2013). A more comprehensive definition from the Committee on Highly Successful Schools or Programs for K-12 STEM Education et al (2011) defined STEM as: Science, mathematics, engineering, and technology are cultural achievements that reflect people’s humanity, power the economy, and constitute fundamental aspects of our lives as citizens, workers, consumers, and parents (p. 3) In the literature reviewed throughout the study, this topic of integration was addressed numerous times as it relates to 21st century skills and professional development for teachers. PROFESSIONAL DEVELOPMENT STEM 36 21st Century Learning Skills and Framework There are references to 21st century skills in many major publications on teaching and learning (Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007; Fulton & Britton, 2011; Honey et al., 2014; NRC, 2005; No Child Left Behind Act, 2002; P21, 2009). Based on the research reviewed in this study, it is important for educators to effectively prepare students for the 21st century. As noted earlier in the research, it is necessary for students to acquire 21st century skills in order to be able to interact and contribute to a world that is advancing and changing in technology, science and engineering. P21 is an organization that collaborated with major corporations to establish a framework to increase 21st century skills in classrooms. The framework is based on building the capacity of teachers and students with providing strategies to improve skills in: critical thinking, creativity, communication and collaboration (4Cs). The 4 Cs are skills that math and science teachers will need to teach in their classrooms in order for successful STEM integration (P21, 2009b) The big idea of the framework is to create citizens who are critical thinkers and who can contribute to the STEM workforce. One strategy that can foster this is project-based learning. There is an opportunity for K-12 schools to provide students opportunities to collaborate and problem solve by engaging in project-based learning PBL activities that foster deep learning. The Buck Institute for Education, BIE an organization that has dedicated its efforts to offer professional development in project based learning, describes the Essential Elements of PBL. Essential Elements include: significant content, 21st century competencies, in-depth inquiry, a driving question, a need to know (the desire to gain knowledge), voice and choice, critique and revision and public audience According to the institute, students are involved in these experiences for an, “extended period of time to PROFESSIONAL DEVELOPMENT STEM 37 investigate and respond to a complex question, problem, or challenge” (Buck Institute for Education, n.d., para. 1). Another method that is essential for learning in STEM integrated classrooms is Inquiry- Based Instruction (P21, 2009a). Inquiry-based instruction is commonly referenced with science and engineering: the E and S in STEM. Engineering is often left out of the STEM equation in K- 12 education due to the emphasis that has been placed on science and math instruction (Nadelson et al., 2013; Ostler, 2012). How technology and engineering is included in math and science instruction and its importance to STEM integration will be discussed in the subsequent section of the literature review. Where is the “E” in STEM? What are the possible contributing factors for unsuccessful STEM integration for math and science teachers? One factor to consider is the lack of integration of engineering concepts and skills into science and math instruction. For middle school science and math educators, the question may be posed is, to what degree is engineering integrated in to classroom lessons? As Elliot Ostler (2012), professor of STEM education, explains in his research on 21st century STEM education there are variations in the field of engineering. When we say students need to acquire engineering skills are we referring to “mechanical, civil, chemical, electrical, or computer engineering” (p. 30)? Although there is a need for teachers of the 21st century to incorporate engineering learning experiences in their math and science classrooms, lessons may not require students to have an in-depth level of understanding but more of a fundamental understanding of the subject (Ejiwale, 2013; Nadelson et al., 2013; Ostler, 2012). Therefore K- 12 teachers will acquire new knowledge in engineering and science much differently than a scientist or engineer would be prepared to enter their profession. When schools train teachers to PROFESSIONAL DEVELOPMENT STEM 38 teach the E in STEM at the middle school level, professional development should be structured to focus on the big ideas of the subject and the skills that are used in the disciplines such as Inquiry-Based Instruction so that they may apply these skills to multiple situations and real- world experiences (Ejiwale, 2013; Nadelson et al., 2013; Ostler, 2012; P21, 2009a). Inquiry-Based Instruction Inquiry-based instruction is a teaching method that is often referenced when describing the critical thinking skills needed for 21st century learning and STEM integration. Inquiry- based, in this context, is instruction that encompasses reasoning, design, analysis and justification (Read, 2013). The NRC discussed in their report that inquiry drives students to conceptualize questions and then extrapolate some type of reasoning that responds to the initial questions (NRC, 2005). This style of learning requires teachers to teach the skill of inquiry. Inquiry goes beyond rote instruction. Students who have acquired inquiry-based skills have a disposition of conceptual understanding of science beyond the knowledge base that is usually taught in K-12 classrooms (Capps & Crawford, 2013; Stohlmann et al., 2012). Inquiry-based skills allow students to think about learning like scientists where they ask questions, investigate and problem solve. Teachers have to possess these skills in order to prepare their students to effectively problem solve, communicate, think critically and collaborate with their peers. When teachers prepare students for these skills, students will more likely retain what they have learned and will be able to apply the skills learned to real-world situations (Honey et al., 2014; P21, 2009b). Teachers need the self-efficacy to teach these skills and therefore a lack of this may contribute to the gap in understanding. The notion that teachers may not have mastery of inquiry instruction and the skills imbedded within and an understanding of the importance of inquiry instruction leads to the argument of the need for inquiry-based professional development PROFESSIONAL DEVELOPMENT STEM 39 beginning at the elementary level (Nadelson, Callahan, Pyke, Hay, Dance, & Pfiester, 2013). If we require our students to possess strong skills in inquiry, it is also necessary to effectively train teachers with these skills. Teachers should know the process of science and math learning. Their lessons should transition from basic memorization of facts and move towards preparing their students to problem solve and work in cooperative groups. Lastly, they should be able to understand the essential content ideas of math and science (NRC, 2001). Teaching these skills requires learning more strategies to facilitate this style of learning. Twenty-first century learning skills are the skills that teachers need for the successful integration of STEM. Technology One reoccurring term in the literature in STEM integration and 21st century learning skills is technology. Much of the literature implies that K-12 classrooms should be technology rich. This reiterates the need for schools to incorporate into their professional development programs skills to integrate technology into teacher lessons (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011; Ostler, 2012; P21, 2009b; Sanders, 2009). From the perspective of a technology educator at Virginia Tech University, Mark Sanders (2009) describes K-5 education as a system that is lacking technology education and emphasizes the need for STEM integration to be the focus in these classrooms. For middle school students, opportunities to use technology should be embedded across the curriculum. K- 12 math and science teachers can support the use of technology by including these opportunities in their classroom lessons that are 21st century skills-based (Ejiwale, 2013; Sanders, 2009). Students can become technologically literate by participating in lessons that involve creating PowerPoint presentations, computer-based problem solving, classroom presentations, and Internet-based research. PROFESSIONAL DEVELOPMENT STEM 40 Federal Initiatives for the Advancement of STEM Integration There is research that illustrates the need for the U.S. to become more aggressive with producing more workers in STEM-related fields. The President’s initiative of, Change the Equation, is one example of how the U.S. is making effort to be active participants globally in the workforce by preparing its citizens for a world that is STEM driven (Nadelson et al., 2012). Another report, Rising Above the Gathering Storm, illustrates clear examples of how the U.S. work force is behind other countries in terms of the number of graduates in STEM-related majors from colleges and universities. The report illustrates how Americans do not possess the required 21st century learner skills, to enter the work force today. This research implies that our teachers are not properly preparing our students to enter these fields (Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007; Read, 2013). However, what we know from the literature is that the new demands from the Next Generation Science Standards, Common Core Standards, Federal and local initiatives, have brought upon new demands for educators, more specifically teachers of the STEM disciplines. Teachers of the 21st century are forced to learn and teach in new ways in order to strengthen their pedagogical skills and content knowledge (CDE, 2014; Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011; Fulton & Britton, 2011; Little, 1993; Rockland et al., 2010). It is be pertinent to prepare our students for the 21st century and therefore it is equally important to train teachers to effectively integrate the STEM disciplines. In order to be effective teachers of STEM, the literature suggests that there is a discourse that teachers need to acquire in STEM, in order for them to be comfortable with their pedagogy (Nadelson et al., 2012). The question is what is the discourse that they need to acquire? This PROFESSIONAL DEVELOPMENT STEM 41 question was addressed in the teacher preparation and professional development section of this literature review. State and Organizational Initiatives California has also begun to incorporate 21st century learner skills and the integration of STEM disciplines into state standards and assessments. The Common Core Standards were designed to increase students’ higher-order thinking, critical thinking and problem solving skills by enhancing the previously adopted California Standards. Tom Torkleson, State Superintendent of Public Instruction, recently created the STEM Task Force in order to provide a resource for STEM integration in California schools. The document describes explicitly how policy makers, teachers and the community can improve the integration of STEM for students. The document discussed the need for improvements in STEM and created a plan of implementation. Topics covered in the report are: student assessment, business and community partners, curriculum and instruction, and professional learning. The report lists strategies and key recommendations on how to improve professional development for teachers of the STEM disciplines. The recommendations included reflection, and opportunities for collaboration and that professional learning should be ongoing. The report also included the need to increase teachers’ capacity to learn their subject matter in a more in-depth manner so that they will have a deep understanding of the content they are teaching (CDE, 2014). The research discussed in this study illustrates the alignment of goals both on the federal and state level. How can site administrators build capacity of math and science teachers? One strategy is to provide opportunities for discourse to share ideas, review data and reflect on their practice in order to inform instruction. These opportunities can be facilitated in Professional Learning Communities (PLCs). PLCs and their affect on instruction are discussed next. PROFESSIONAL DEVELOPMENT STEM 42 Professional Learning Communities (PLCs) Teachers need to collaborate and reflect upon their learning in order to improve their pedagogy in the 21st century learning classroom (CDE, 2014; Fulton & Britton, 2010; Read, 2013; P21, 2009b). Administrators have opportunities to foster this learning by providing time for teachers to collaborate. This is more crucial for teachers who may not have full command of their subject. PLCs are settings where this dialogue can occur. Teachers of the STEM disciplines benefit from participating in PLCs because it will make an impact on student learning, build their capacity in instructional practices, and increase their knowledge in their subject matter. They should be able to use this new knowledge to integrate STEM subjects. In their report, STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teachers, the National Science Foundation describes the effects PLCs have on STEM teachers. They offer suggestions on how to increase the productivity of PLCs by using technology to engage in discourse with teachers outside of their schools and connect with teachers in other districts (Fulton & Britton, 2011). PLCs can also serve as a model of what teachers should expect from their students when they work in collaborative groups (Fulton & Britton, 2011; CDE, 2014; NRC, 2012; P21, 2009b). Social cognitivists may agree that participation in PLCs and the discourse that is exchanged may contribute to improving the instructional strategies of math and science teachers. Using this theory we know that children and adults learn by social interactions. When administrators create an environment where these interactions can be fostered, sharing ideas and strategies may aid in the instructional delivery for K-12 math and science teachers. In this report, one of the recommendations for educators, programs and initiatives is to provide opportunities for educators to work collaboratively with their peers (Honey et al., 2014). PLCs can foster this interaction. Before this collaboration takes place, teachers have to acquire PROFESSIONAL DEVELOPMENT STEM 43 foundational knowledge of instructional strategies and their specific discipline in order for the transfer of knowledge to take place in this setting (DuFour, 2007; Honey et al., 2014). The way teachers learn and how they apply that learning in their classrooms may differ. It is important to know the factors that contribute to learning for adults in order to effectively train teachers, more specifically and as it applies to this study, K-12 math and science teachers. Andragogy In 2005, the National Academy of Education published a document that extensively researched how teachers learn and how they apply that learning to their profession. Scholars worldwide have explored various contributing factors for student achievement. Data regarding student socio-economic status, culture and learning abilities all have been explored, however the quality of teaching has an equal or larger effect on student outcomes (Darling-Hammond & Bransford, 2005). Also noted in this study, are the main components of teacher learning is subject matter knowledge and teaching experience. Thomas Guskey (2000) supports this in his research on professional development delivery. Teachers need to develop their skills in cognitive, psychomotor and affective learning in order to effectively deliver instruction. Cognitive learning addresses the knowledge and understanding of the content and psychomotor learning addresses the skills and behaviors of lesson delivery. In-service professional development, that is 21st century skills-based, can foster knowledge and skills and enhance instructional delivery in STEM integration. The new demands for teachers to be 21st century instructors, requires teachers to learn in a more constructivist style of learning where they bring with them to their classrooms their experiences and apply this knowledge to new information obtained through professional development (Cochran-Smith & Lytle, 1999; Darling-Hammond & Bransford, 2005). The experiences teachers bring to their classroom come from social PROFESSIONAL DEVELOPMENT STEM 44 interactions outside and within formal learning. Although teacher education programs may vary depending on the institution or program, it is important to consider the knowledge and skill that teachers bring from their pre-service teacher education programs. More importantly, the knowledge and skill needed to integrate the STEM disciplines (Cochran-Smith & Lytle, 1999; Darling-Hammond & Bransford, 2005). The literature reviewed in the following section will inform site-level professional development facilitators on possible gaps their teachers may have when they enter the profession. Knowledge and Skills Transferred How does the knowledge and skills obtained in a pre-service teacher education program transfer to K-12 math and science classrooms? These knowledge and skills are usually obtained from undergraduate and K-12 experiences (Cochran-Smith & Zeichner, 2005). Many teachers are now entering in the field of education with undergraduate degrees other than education; this includes math and science teachers. In the late 1990s, the American Educational Research Association (AERA) began their research in teacher education. Their extensive research investigated how well teachers were being prepared for real world classroom experiences (Cochran-Smith & Zeichner, 2005). Real world was defined as skills learned that were applicable to the environment teachers will practice their discipline. For K-12 math and science teachers, these skills include problem solving, critical thinking and inquiry-based instruction, which are synonymous with 21st century skills and STEM integration (Cochran-Smith & Zeichner, 2005; Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011; Darling-Hammond & Bransford, 2005). Linda Darling-Hammond, a major contributor to research in teacher education, also explored the impact of good teaching and how the development of skills learned affects pedagogy. The specific instructional strategies that PROFESSIONAL DEVELOPMENT STEM 45 a teacher delivers determine the way their students will acquire new information. Student achievement will increase when these strategies incorporate 21st century skills. There is a clear relationship with how teachers learn and the impact it has on their practice (Darling-Hammond & Bransford, 2005). Due to this impact, teachers will need to be supported at the site level through professional development opportunities in order to improve achievement rates and for the development of 21st century learning. In relation to this study, effective professional development is important in a school where a majority of the students are scoring at basic or below on the CSTs in math and science (CDE, 2014). In-Service Professional Development Professional development is essential for the craft of teaching. Teachers, like other professionals should have full command of what they teach in order to be experts in their specific fields. This is important because more than ever, teachers are asked to perform tasks well beyond the teachers of prior centuries have been expected to do (Guskey, 2000). Our knowledge base in education is growing rapidly, and so, too, is the knowledge base in nearly every subject area and academic discipline. As these knowledge bases expand, professional fields, educators must keep abreast of this emerging knowledge and must be prepared to use it continually refine their conceptual and craft skills. (p. 3) Students in the 21st century need to attain more knowledge in 21st century skills as described in this chapter, therefore, there is a need for teachers to possess the skills to adequately teach critical thinking, problem-solving, communication, collaboration, and the technological skills necessary for students to contribute to our world. Effective professional development in 21st century skills will equip K-12 science and math teachers with the skills necessary to integrate the STEM disciplines. An analysis of a professional development program in a K-12 school that is 21st century skills focused will contribute to the literature on the integration of STEM disciplines. Chapter Three describes the methodology of research in a middle school PROFESSIONAL DEVELOPMENT STEM 46 where sixth-eighth grade math and science teachers participated in a series of professional development that was centered on their school’s mission of preparing student for the 21st century. PROFESSIONAL DEVELOPMENT STEM 47 CHAPTER THREE: METHODOLOGY This study was conducted in order to examine professional development for middle school math and science teachers and how it supported the integration of STEM in math and science classroom lessons. Chapter Two provided insight on the various components of STEM integration and 21st century learner skills as it applies to professional development for teachers. However, there is still a lack of research on professional development that focuses on these skills for K-12 math and science teachers who do not identify themselves as STEM teachers and professional development that is delivered by professionals who are not from the STEM fields. This study investigated a comprehensive middle school’s response to improving instructional strategies for math and science teachers by implementing a professional development model that incorporates the goals of their mission statement. The school’s mission is to prepare their students to be “successful in the 21st century while improving and mastery state subject content 2 .” The study school’s charter also includes goals to prepare and engage their students with the following skills: student-centered active learning strategies, project-based learning, conceptual and in-depth understanding and technology enhanced learning activities. Another major component of this study was to observe to what extent are the strategies listed in the P21 21st Century Framework incorporated into the teacher’s lesson that support STEM integration in math and science classrooms after a series of professional development focused on 21st century learning skills. As discussed in the literature review, professional development for teachers of the STEM disciplines is essential for students to become active participants in the U.S. STEM workforce. Equipping students with 21st century skills, will aid in preparing students to contribute to the 2 This quote was taken from the charter petition of the school under investigation. To reveal the source would be to compromise the subjects’ anonymity, hence it is not included here. PROFESSIONAL DEVELOPMENT STEM 48 U.S. workforce by possessing the skills needed to be successful in the 21st century (CDE, 2014; NRC, 2001). The literature examined in this study focused primarily on STEM specific schools and STEM specific professional development. The case study conducted will provide another resource for educators and policy makers to examine how professional development affects the delivery of instruction for math and science teachers at a non-STEM based middle school. As the literature reviewed in Chapter Two illustrated the Framework for 21st Century Skills and skills required for STEM integration are synonymous in regards to engineering by design, problem solving, critical thinking, inquiry based instruction and project-based learning, collaboration, communication and creativity. When thinking about these skills we think about Jean Piaget, who through his work materialized the notion of constructivism (Piaget, as cited in P21 2007; P21, 2009a). This theory of learning focuses on learning from our own thought processes as we began to conceptualize new information. Rote instruction is not evident in constructivist classroom. Activities in the classroom drive instruction and allow students to socially interact and construct new meaning of what they are learning. “Constructivist learning is based on the principle that through activity students discover their own truths. Our job is to facilitate that discovery” (Cooperstein & Kocevar-Weidinger, 2004, p. 142 ). How teachers transfer this knowledge from professional development to the classroom is key. Strategic research design and effective data collection is key to understanding this process. This chapter described the research design, methodology and how the research questions were developed. The population and sampling and instrumentation selection process were also discussed. The procedures for data collection were explained and preceded an analysis of the data collection process. The theoretical framework that served as a guide for methodology and instrumentation selection was discussed in further detail in an effort to illustrate the lens used PROFESSIONAL DEVELOPMENT STEM 49 throughout this case study. In order to conduct a sound qualitative case study, validity and reliability was also addressed. To obtain data on the strategies taught in a 21st century skills-centered professional development activity for math and science teachers at a comprehensive middle school, the qualitative method of research was used. A qualitative analysis allows the researcher to use the data collected in order to gain an understanding of a phenomenon, explore programs, and use a more flexible research design to add to existing literature (Corbin & Strauss, 2008; Creswell, 2006; Maxwell, 2013). The qualitative method of research was appropriate for this investigation because the study was conducted to gain understanding on how professional development for math and science teachers, that is based on STEM and 21st century learner skills, impacts instructional strategies of its participants. After review of various models of research and data collection, a case study evaluation model was selected to conduct research for this study. Theoretical Framework The purpose of the case study was to obtain more information on how a specific professional development model enhanced or changed the way teachers of the STEM disciplines perceived their instructional delivery after 21st century learning skills training. In order to construct a strong foundation for the study, the Framework for 21st Century Learning, developed by P21, was used as a guide during the case study. The framework was selected because it is directly related to the case study school’s mission and vision statements of preparing their students with becoming 21st century learners. The framework includes a professional development component that is relevant for this study. The P21 framework describes the content knowledge and the specific skills students will need to be successful contributors in the workforce and in life (P21, 2009a). These skills are in alignment with or support STEM PROFESSIONAL DEVELOPMENT STEM 50 integration skills. The framework lists five support systems that are needed for success: standards, assessment, professional development, curriculum & instruction and learning environments. For the purpose of this case study, the research focused on the third support system, professional development for teachers. However, it is necessary to note that the remaining four support systems are embedded in the professional development of teachers (Darling-Hammond & Bransford, 2005; P21, 2009a). Three of the nine guiding recommendations for the professional development component of the framework guided this study: • Develop intensive teacher professional development programs that focus intentionally on 21st century skills instruction: Consider developing PD sessions that focus on enhancing authentic 21st century skills outcomes in the teaching of core subjects and interdisciplinary themes; for example, training that helps educators integrate critical thinking and communication in the context of mathematics lessons and instruction, or creativity and Information and Computer Technology (ICT) literacy in the context of language arts lessons and instruction. • Build capacity: Work with administrators and teacher leaders to create an environment of differentiated professional learning, risk taking, and collaborative relationships. • Develop PLCs around specific 21st century skills: Invest in creating professional online learning communities to support teachers, administrators, and state department of education employees in the creation of online support groups for 21st century skills. PROFESSIONAL DEVELOPMENT STEM 51 Using this framework, the case study focused on how middle school science and math teachers are involved in these 21st century skills professional development experiences and how these experiences affected their pedagogy of STEM integration. Research Questions In order to obtain specific information for this case study, research questions were designed and framed around the P21 Framework and how the framework is synonymous with STEM integration skills. The research questions addressed are: 1. How do teachers perceive that 21st century skills professional development has changed their pedagogy? 2. To what degree does the acquisition of these skills contribute to STEM integration in their math and science teaching? Research Design This research used a single qualitative case study design in order to intimately observe teachers’ experiences in professional development. This method was appropriate for a small school setting and it allowed the researcher to obtain data. This method also allowed the researcher to thoroughly examine a specific program (Creswell, 2009; Maxwell, 2013; Merriam, 2009). A case study is in-depth in nature and allows the researcher to focus on one program, sample or subject (Merriam, 2009). Knowing this, the data collected was through semi- structured open-ended interviews, surveys and observations. Using multiple data sources to collect data allowed the researcher to have a variety of sources of data in order to conduct a comprehensive review of the program that is rich and informative (Merriam, 2009). The selection of the population and sample size was intentional and provided a source of new data on professional development for math and science teachers. PROFESSIONAL DEVELOPMENT STEM 52 Population and Sample The case study was conducted at a comprehensive urban middle school in South Los Angeles that is not identified as a STEM school. However, the vision and mission of the school describe the school as an institution where staff, parents and the community will work towards preparing students to become active participants in the 21st century by obtaining 21st century learning skills. Thus, the purpose of selecting this school was to study to what extent its administration is preparing its teachers of STEM disciplines to deliver effective instruction through professional development experiences. The school is an emerging school that has been in operation for 5 years. There are 70 sixth graders, 140 seventh graders and 140 eighth graders. There are currently 12 teachers: two sixth grade, four seventh grade, four eighth grade, a P.E. teacher, and a resource specialist. The administrative team consists of one school director and one assistant director. Using a combination of a purposeful and convenience sampling methods, the teachers selected for the case study were teachers who were in the math and science department at the site where the researcher is employed. The professional development model observed was a new model used at the site. This provided the foundation for the selection process of site and participants. The first step after securing respondents was the process of obtaining consent. Participants had to feel comfortable with answering probing questions (Merriam, 2009). All of the teachers were interested and willing to participate in the study. Due to the nature of the relationship of the researcher and participants, the researcher explained to the respondents that all information will be kept confidential and that their names would be omitted. They were informed that all information would be used for research purposes and was not evaluative. Issues of how the study may avoid bias were discussed in this chapter in regard to validity and PROFESSIONAL DEVELOPMENT STEM 53 data collection instruments used in the study. The next step was to explain the purpose of the study. Participants were given a detailed explanation of the study before they read and signed the consent form. Instrumentation A variety of data sources were collected in order to validate the results of the case study collected the research. The data was also collected by conducting observations, interviews and reviewing the following documents: Charter Petition, SARC Report, WASC Self Study, assessment results, lesson plans, school mission and vision statement, professional development plan and materials, and documents containing demographic data of the school. Using the variety of data sources supported the triangulation method of obtaining data (Creswell, 2009; Maxwell, 2013; Merriam, 2009). Interview Instruments In this qualitative study, the research was conducted at the school, in the participants’ natural setting (Merriam, 2009). This provided a setting where the participants would feel comfortable and where the researcher can observe how participants perform in their setting. One component of the data collection was the interview protocol that was chosen (Appendix A). The semi-structured approach was used and interviews were conducted. The semi-structured approach allowed the researcher to adjust the questions from present tense to past tense depending on the participant’s background and experience. This was due to the various teaching experiences that each teacher possessed in regards to years of service. The first step in the interview protocol was to develop the questions. The survey questions were constructed using the research questions and the P21 Framework for 21st Century Learning Skills as guides. PROFESSIONAL DEVELOPMENT STEM 54 Due to the nature of this study, the three respondents that I chose to interview were current sixth-eighth grade math and science teachers at the site and represented all three-grade levels at the school. The criteria for the teachers selected were: • Middle school math or science teacher located at the site • Teachers who participated in all of the days of the 3-week professional development session at the site. The interview questions were developed, adjusted after review and finalized for this case study (Appendix A). As stated previously, multiple data sources help build the validity of the data obtained (Creswell, 2009; Maxwell, 2013; Merriam, 2009). In addition to documents review and interviews, observations were also conducted. Observation Protocol The observation protocol (Appendix B) was designed to incorporate elements of the school’s observation instrument. The template used by the school, included elements of 21st century learning skills. The categories included on the study observation protocol include cooperative groups and higher-order thinking skills that track the teacher’s ability to get their students to think critically. The observation method was observer as participant. The semi- structured method of observing classroom lessons permitted the researcher to create questions prior to the observation (Creswell, 2009). The observations took place in the study participant’s classrooms. The teachers were observed during the second trimester of the 2014-2015 school year. The researcher conducted each observation, with one teacher during a block period of 100 minutes. Observations were conducted in one sixth grade science/math classroom, one seventh grade science classroom, and one eighth grade math classroom. PROFESSIONAL DEVELOPMENT STEM 55 Data Collection The data collection process began with the Institutional Review Board Process (IRB). The Executive Director and Director of the school were asked if the study could take place in their school. After gaining permission, a consent form was given to all participants along with an abstract of the purpose of the study, IRB Guidelines, and the requirements for participation in the study. The timeline for data collection, interviews, surveys and observations was 3 weeks during the second trimester of the school year, and was conducted after the first trimester of the year in order to allow participants to solidify their lesson plans and complete the introductory portion of the new school year. Information was obtained through e-mail, phone calls, video and audio devices, observations, and in-person interviews. Documents that were reviewed were: Western Association of Schools and Colleges (WASC) Self-Study Report, charter initial and renewal petitions, professional development plan materials, research used in professional development, textbooks, lesson plans, course offerings, assessments and student data reports. The information obtained was essential in the data review process and was essential to ensuring the validity of the study (Creswell, 2009; Merriam, 2009). Observations were conducted in three science and math classrooms during a 6-week period. Interviews were conducted during the teacher’s conference periods and afterschool. The data collection process described in this study was established to determine what activities the selected math and science teachers participated in and informed their instruction and integration of the STEM disciplines. Through interviews, observations and document analysis, the goal of this study was to determine how teachers are translating the strategies learned, into strategic practices with their students. In addition, how this information is building PROFESSIONAL DEVELOPMENT STEM 56 the capacity of students to become well-informed 21st century learners. Evidence of technology- driven instruction, project-based learning, cooperative learning groups and critical thinking activities should be observed as data is collected. Learners who have these necessary skills along with creativity, communication, collaboration, and critical thinking will apply these skills to real world applications. In order to build “reader confidence in the accuracy of the findings” (Creswell, 2009, p. 177 ), a description of the validity and reliability of the data obtained appears subsequently. Validity and Reliability Case study research can pose questions in regards to validity and reliability. The steps taken to develop the research and the methods used to collect and interpret the data are also important (Maxwell, 2013; Merriam, 2009). Although there are some advantages of being a researcher that is an insider, in regards to understanding the culture and sustained relationships with participants, having a researcher as part of the administrative team may pose biases during the research of the study. In order to reduce researcher bias, participants chosen were non- evaluative. Researcher also gained participants trust by ensuring all data will be coded and kept confidential for the purposes of this study. School director and executive board supported confidentiality of the research and the overall research itself. This information was shared and reiterated in a public board meeting. The researcher is not responsible for conducting their professional evaluations for the school and does not serve in any role as evaluator The Director of the school supervises all Certificated Staff and the researcher’s position as Assistant Director oversees all classified staff. Precautions were also made to ensure all data collected was not shared prematurely with participants, school director and executive board. Research questions were written in an objective manner in order to avoid leading questions that may cause PROFESSIONAL DEVELOPMENT STEM 57 participant responses to change. Other attempts to reduce bias are the review of empirical studies during the literature review of the study and the triangulation method of data collection in order to provide multiple sources of data (Maxwell, 2013; Merriam, 2009). Data Analysis According to Merriam (2009) and Creswell (2013), data analysis is a process that takes many steps. The first step in data collection is to categorize the data. The data obtained was categorized by observations, surveys and interviews. The data was sorted, named and coded. Themes of the data collection arose during this process. The data was then interpreted by using the theoretical framework of the study that in turn captured the holistic view of the study focus (Creswell, 2009). The data collected were summarized in order to conceptualize the findings of the study. Summary The method in which data is collected is essential to having a strong research study. Chapter Three of this study provided information on the types of data collected in the study and how this data was selected. Data collection protocols and instruments were described. The literature reviewed in Chapter Two is in alignment with the design of the methodology of the study in order to effectively provide an analysis of the data. Information obtained in this section informed the researcher and contributed to the findings of the research. PROFESSIONAL DEVELOPMENT STEM 58 CHAPTER FOUR: FINDINGS The purpose of this study was to examine teachers’ perceptions about the benefits of professional development in developing and supporting their students’ 21st century skills and how these acquired skills provided the environment for STEM integration to occur. In order to acquire this information, teachers were interviewed, surveyed and observed delivering instruction in their classrooms. Evidence from these data sources revealed how they perceive professional development has made an impact on their instruction. Chapters One to Three of this research described the professional development framework of the P21 21st century learner skills and how this framework was used as the guiding theory on how teachers are trained to prepare their students for a workforce that is STEM focused which includes 21st century skills (P21, 2009a). Chapter One described the problem by examining the need to better prepare math and science teachers to deliver 21st Century learning skills and how those skills may aid in the integration of the STEM disciplines (Nadelson et al., 2012). STEM initiatives at the local, state and federal level were discussed as they provided the context for STEM integration in math and science classrooms and the growing importance for teachers to acquire these skills. As previously discussed, students who are engaged in lessons that are 21st Century based will have the experience and skills necessary for them to be successful in a world that is STEM driven (Honey et al., 2014; Ostler, 2012). Careers that are STEM focused require students to be adequately equipped to be effective problem solvers, critical thinkers, collaborators, and communicators. Chapter Two provided the literature that supports the initiatives of schools that are preparing K-12 teachers to have the pedagogical skills to deliver effective 21st century skills PROFESSIONAL DEVELOPMENT STEM 59 instruction. Literature from this methodology of teaching describes a classroom environment where students can begin to conceptualize what they have learned and be able to apply it to the real world (Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy, 2007; Nadelson et al., 2012; Read, 2013). Chapter Three described the process of data selection, collection and how the researcher will analyze the data and use this data to inform others on 21st century learning skills and STEM integration. The data collected will aid in the understanding of teacher perceptions on what they have learned in professional development that incorporated these skills. Data Summary The triangulation of data collected led to emerging themes in the research that attend to the research questions of this study. Using multiple methods of data collection contributes to the validity of the study (Maxwell, 2013). Interviews, surveys, observations and analysis of data were conducted in order to inform educators on the effectiveness of professional development for teachers of the STEM disciplines. Using this approach of data collection aided in reducing any concerns of reliability and validity (Merriam, 2009). Based on the research questions that drive this study, the data revealed trends with teacher perceptions on the professional development they received this school year. Through the analysis of these data, educators will be informed on how 21st century skills professional development has influenced math and science instruction in the eyes of the teacher. What are their perceptions? Furthermore, how do these skills prepare teachers to effectively integrate the disciplines of science, technology, engineering, and math? The format of the data summary was framed by the research questions with the objective of answering each research question presented and by evaluating the results of the interviews, surveys, and observations, as they were applicable to each question. PROFESSIONAL DEVELOPMENT STEM 60 The first stage before analyzing the data collected was to use an established framework that can be used in order to frame how an effective professional development model may look in a school that is 21st century skill centered. The P21 21st Century Skills Framework was used in this study (P21, 2011). Trends that arose from the research revealed the depth of knowledge teachers acquired after a 3-week intensive professional development session and follow up professional development and PLC sessions. Three teachers were studied at the study site and represent the math and science department at the school. Their contribution to the study will inform site administrators, and the educational community on how to effectively plan professional development for teachers that is 21st century skills focused that will support STEM integration in schools. Data Analysis In order to effectively analyze the data collected, a process is needed in order to examine and categorize the data (Merriam, 2009). After data collection, responses, observation and interview results were placed in themes that developed for the research questions presented in this study. All data were coded and themed. The data were sorted and summarized as it is described in this chapter. Demographic Data Teachers at the study site were given an opportunity to give insight on their backgrounds and perceptions of the professional development model they received. Background data questions were included in the interview and survey in order to gain more understanding of the foundation and skill participants may bring with them into the classroom. As stated previously, three teachers at the study site participated in the study. Participants were either math, science or combined math and science teachers in a middle school setting. Due to the small-scale size of PROFESSIONAL DEVELOPMENT STEM 61 the study, the demographic background of the teachers was quite diverse. However, there were distinct trends that arose during analysis of the demographic data. Two of the three teachers have taught in the classroom for less than 8 years. Two of the three teachers majored in the content that they are currently teaching. Two of the three teachers hold a Single-Subject Credential in their specific discipline. This data is important during analysis in regards to the pedagogical content knowledge (PCK) of the teacher. A teacher’s content knowledge and mastery of said knowledge will affect the way they acquire new information in professional development and how that information translates into their lesson delivery (Shulman, 1986). Table 1 illustrates the participants’ backgrounds. Table 1 Demographic Information of Study Participants Teacher Years taught in current content area Bachelor Degree Major Credential Type Teacher A 1-7 Years Science/Engineering Single-Subject Science Teacher B 8-15 Years Math Single-Subject Math Teacher C 0-1 Years Communication Studies Multiple Subject Survey Questions Related to the Research Questions Survey data collected in this study revealed trends that answer to both of the research questions presented in this study. Survey responses were examined and two main trends arose: participant perceptions of the importance of the acquisition of 21st century skills and how professional development in 21st century skills aided in their understanding of these skills. Research Question 1: How Do Teachers Perceive that 21st Century Skills Professional Development Has Changed Their Pedagogy? In order to understand the survey responses of the participants as they are applicable to the research questions posed, it is important to revisit the term, 21st century skills. 21st century PROFESSIONAL DEVELOPMENT STEM 62 skills as, defined by P21, are the “skills, knowledge and expertise students must master to succeed in life” (P21, 2009b, p. 1). Students who have acquired these skills will know how to problem solve, think critically, and will have effective communication and collaboration skills. In order for students to acquire these skills, teachers have to effectively teach these skills. Teachers at the study site participated in professional development that trained them to teach 21st century skills to their students. When asked if they feel that professional development delivered at their site prepared them to teach 21st century learning skills, all of the participants answered “Somewhat.” Although their perceptions of what they received in PD revealed that there might be some components of 21st century skills that were not delivered in their training, they believe that all students should be exposed to these skills. Participant responses are aligned with their beliefs. When asked the question, “Do you believe that all students should be exposed to 21st century learning skills?” all teachers answered, “Yes.” Another question that gives light to teacher perceptions on 21st century skills is, “ How often are your classroom lessons project based?” 2 of the 3 teachers answered that they facilitate project-based lessons at least once a week in their classroom. The third teacher responded that she has her students work on a project-based lesson, “At least once a month.” All of the teachers participated an extensive 3-week summer professional development series that included a two- day project-based learning workshop. One study participant was not in attendance at this workshop but participated in on-going professional development throughout the school year that included assistance with planning project-based lessons in their classroom. The school’s professional development calendars illustrate this ongoing process (Appendices C-F). There were also opportunities for teachers to collaborate with their peers. Data from observations and interviews revealed how much of an understanding teachers have of project-based learning. PROFESSIONAL DEVELOPMENT STEM 63 Research Question 2: To What Degree Does the Acquisition of 21st Century Learning Skills Contribute to STEM Integration in Their Math and Science Teaching? Research Question 2 addressed STEM integration. Although the school’s goals speak specifically to 21st century learning skills and not directly to STEM, as illustrated in this study, 21st century learning skills not only address STEM integration but also overlap skills that are central in STEM integration. Cooperative learning, inquiry-based approaches, project-based learning, and engineering-by-design are all skills that are synonymous with 21st century skills. When asked how often they are supported either in coaching, mentoring and team- teaching with STEM integration, two of the three teachers stated that they received this support only seldom. One participant stated that they received this support once a week. This question provided data on the participants’ understanding of STEM integration skills and alludes that there were limited opportunities of support in this area. Another survey question that gives insight on teacher perceptions of the professional development they have received is, “ Were STEM integration strategies imbedded into your professional development program at your school?” Two of the three participants selected, “Do not recall” and one responded, “No”. Their responses indicate that they are either unaware of these skills or that the skills were not effectively delivered in the training they received. Technology is one discipline of STEM that can be broad in terms of how teachers and students are using it in classrooms. To clarify, technology can be as simplistic as using a pencil and an object to create a lever or it can be as complex as a computer’s information system. Although the survey data does not tell us how and in what capacity technology is used in their classrooms, it provided information on the type of technology that is used. When asked how they incorporate technology into their classrooms, two of the three teachers selected computers, PROFESSIONAL DEVELOPMENT STEM 64 iPads, projectors and cell phones. One teacher selected that they incorporate all of the listed items except cell phones. All study participants did not indicate if they use any other technology in their classrooms. Survey data also illustrated some of the beliefs, in regards to knowledge that math and science teachers should have, of the teachers surveyed. Another question revealed teacher’s beliefs on the content knowledge that math and science middle school teachers should have. When asked if math and science middle school teachers should have content knowledge in technology and engineering, 2 of the 3 teachers replied, “Yes” and the remaining teacher replied, “Somewhat”. The participant perceptions of collaboration with their peers were a bit scattered in that no one responded with the same answer. When asked, “How often are your classroom lessons project based, one teacher responded “daily”, the second responded, “at least once a week,” and the third responded, “at least once a month.” Overall, the survey data led to some conclusions about how teachers perceived what they received in professional development in 21st century skills and STEM. Summary of Survey Data The summary of the survey data suggests that there are gaps in the understanding of 21st century skills and STEM integration as it applies to professional development received. Teachers appeared to have a gap in knowledge in terms of the components of STEM integration and how it is applicable to 21st century skills. In order to effectively support this claim, analysis of interviews and classroom observations are also needed. Interviews All of the study participants were open and willing to participate in the interview portion of the research. Interviews were conducted in a variety of ways and settings. Interviews were PROFESSIONAL DEVELOPMENT STEM 65 held in the teacher’s classrooms in order to provide a more comfortable setting to encourage honest and open responses. Follow up interview questions were completed via e-mail and over the phone. All interviews were summarized by the research questions and by the themes that materialized through analysis. Research Question 1: How Do Teachers Perceive that 21st Century Skills Professional Development Has Changed their Pedagogy? An important component of professional development is evaluating how participants understand the professional development model at the site. Thomas Guskey describes this process in his research when he outlines the five levels of evaluating professional development (Guskey, 2000). In the first step of the process, described by Guskey (2000), participants are evaluated on how, “participants regard their professional development experience” (p. 94 ). Teacher feedback is important to consider for developers of professional development. When asked how they would describe professional development at their site, teacher responses had some commonalities and some differences. Teacher A responded that professional development at the site is, “too much stuff at one time.” Teacher B describes it as, “very intense” and it provides “an extensive knowledge of different professional development that are taught to implement in the classroom.” Teacher C stated that strategies presented in professional development as beneficial because they are receiving new strategies but is the “Cliff Notes” version and the teacher was not able to “digest it and see if we really understand before we present it to the students.” Based on the teachers’ responses in this section, there appears to be a gap in the understanding of the topics delivered in professional development. Overall, teachers believe that although the information learned was pertinent to what they are teaching in the PROFESSIONAL DEVELOPMENT STEM 66 classroom, they felt that the information was overwhelming in terms of the amount of information given in a certain period of time. Twenty-first century learning skills: Teachers’ perspective. The school’s vision of equipping students on 21st century skills is evident in some of the professional development topics offered at the site. The task is to observe if what has been offered in these sessions has transcended into the lessons of the teachers, more specifically the lessons of math and science teachers as it supports the integration of the STEM disciplines. Teachers were asked about their knowledge of 21st century learning skills in order for the researcher to gain an understanding of how teachers comprehend the topic. Although teachers participated in various 21st century learning professional development sessions, teacher interview responses revealed that they had some understanding of the topic however; their grasp of the topic appeared to be vague. Teacher C indicated that she is aware that there were discussions in professional development sessions about 21st century skills, but the teachers could not restate the description or definition of 21st century learning skills. “ Like its there…we have talked about it, but I don’t think, ‘Oh I know exactly what it is’…I couldn’t tell you…it’s not clear.” Teacher B seemed to have a somewhat of a better understanding and stated that 21st century learning skills, “refer to collaboration, literacy, critical thinking, and problem-solving taught to students to access today’s technology.” Teacher A had some understanding of 21st century learning skills in terms of understanding some components of project-based learning. She understood that project-based learning leads to a better understanding of daily life and that, “It is more tangible stuff more things they can apply to their daily life.” She also referred specifically to the training she received during the summer 3-week professional development on project-based learning and how it was applicable to projects that combine all of the core subjects in to one project-based lesson. Notwithstanding this data, PROFESSIONAL DEVELOPMENT STEM 67 the following responses suggested that teachers have some understanding of the elements of 21st century learning skills. When asked the question, “To What Extent does the PD you have participated in at the site include strategies on how to incorporate 21st century learning skills?”; A few of the teacher responses indicated that they have participated in professional development that addressed 21st century skills strategies. Teacher A stated that she recalls receiving training in Marzano strategies (Robert J. Marzano has extensive research in teacher training as it is linked to effective instruction; Marzano, 2007) She continued by stating that these strategies included collaboration and, “making the students to think together to come up with solutions and sometimes also individually and it also integrates 21st century learning skills.” Another participant, Teacher B stated that she has used many of the strategies from the professional development she received at the site in her classroom lessons. These strategies supported Kagan Strategies (collaboration), and technology. Although Teacher C did not list many 21st century strategies as she believes she experienced in training, she shared that she believes that teachers at the study site incorporate 21st strategies, “a lot more because we are looking for our students to be like, cognitive thinkers… Not just finding the answer but understand why the answer is correct…” This statement illustrates one component of the P21 21st Century Learning Skills Framework in which students should be critical thinkers in order to be successful today (P21, 2011) Perception of time spent in 21st century skills training. Teacher beliefs on their understanding of 21st century learning directly connect to their understanding of the capacity and duration of time there was spent on PD that focused on 21st century learning skills. If they do not understand the components of 21st century learning skills they would not clearly understand if the training they received was 21st century learning skills focused. Participants were asked PROFESSIONAL DEVELOPMENT STEM 68 how much time was spent on each strategy or topic of 21st century learning. Once again their responses varied but revealed a consistent theme. Teacher B responded that there is, “PD every Wednesday for 2-3 hours.” Another participant, Teacher C was more specific in her response. She stated that she received Professional development in the Frayer Model for approximately 8 hours so far during a Saturday training sponsored by Project Read. She stated that there was follow up with the strategy in the weekly PD’s at the site. Another strategy mentioned is the Depth and Complexity strategy for Gifted Students. Depth and Complexity is a strategy that uses icons to, “help students go beyond surface level understanding of a concept and enhance their ability to think critically” (“Depth and Complexity,” n.d., para. 1). Teacher A did not recall the duration of time spent on each topic but stated that it is discussed, “Here and there during PDs. I don’t know but it is not something very present that I can say off the top of my head.” The overall responses to this question indicates that professional development has provided some knowledge in 21st century skills but has indicated that teachers who received this training need more clarity on the training that was delivered. Another indicator of how teachers perceive the information received from 21st century learning PD is how they feel this information has changed their pedagogy in the classroom. Although observations were conducted, it is important to hear first hand how the self-efficacy of teachers, transfer into their classroom lessons after professional development. Data from observations conducted is discussed later in this chapter. Project-based learning. Review of the professional development calendar and agendas illustrate the amount of training the teachers have received in project-based learning during the summer professional development series and on-going professional development during the school year. Therefore it was important to learn how teachers perceive training assisted with lessons that are centered on project-based learning. Teachers were asked, “To what extent have PROFESSIONAL DEVELOPMENT STEM 69 you incorporated project-based learning into your lessons and how has professional development supported this strategy. Teacher B shared the school’s requirement of having one Project Based lesson during each of the three trimesters. She stated that although it was difficult to implement, she is beginning to get, “the hang of it.” Teacher C stated that she incorporates Project Based lessons two times during each of the 3 trimesters. Her recollection of how professional development has supported the strategy did not give detail on the components of the training but stated that teachers, “have to come up with lessons and projects tailoring to it.” Teacher A gave a more detailed description of how she has incorporated project-based lessons into her curriculum, collaborated with partner teachers and the professional development support she received: As I said before, we had PBL, which is Project based learning in the summer. The school has a plan for the three trimesters to integrate the actual core subjects into one last one. We started the first semester with an individual project per core subject. With the second trimester project is a project within the sister subjects which is math and science and English and History. I did mine with Mrs. X [teacher name omitted], which isn’t here anymore. But we did one with integrating math into genetics for ratios and proportions. So the students were able to make a relationship between what they learned in math and what has to do with science and genetics, how to predict possibility or probability of genetic traits to show into offspring. And then the last one, which now has been separated into subjects instead of a full final one. It is going to be project-based learning but it is going to be individual now. Teacher A’s response illustrates some understanding of the topic and how an integration of math and science can provide the setting for learning by using project-based lessons to facilitate this interconnectedness. Data from classroom observations will provide more information on how her understanding has translated in to her lessons. Professional learning communities. PLCs aid in the metacognition of topics learned in professional development. In regards to teachers of math and science, when they collaborate PROFESSIONAL DEVELOPMENT STEM 70 together in teams they gain a better understanding of the subjects they teach and as a result will be more equipped to deliver effective math and science instruction (Fulton & Britton, 2011). Teachers at the study site participated in training on PLCs. Teachers were asked their level of participation in these trainings. Although the responses to this question varied, they all indicated that the teachers in this study did not feel they have participated in professional development in PLCs. One teacher stated explicitly that she did not receive training. Teacher A responded, “I mean my team of actual core subjects just the seventh grade teachers…four teachers and we get together but it is mostly for analyzing data not for planning.” All of the responses from the teachers indicated that they do not feel they were trained in how to effectively collaborate with their peers in PLCs. Some responses to related to questions on professional development in PLCs indicated that teachers had some knowledge of the function of PLCs but may not be familiar with the term associated with it. When asked, “How often do you lesson plan and collaborate with your peers?” Teacher C stated that she collaborates with her partner teacher on a weekly basis but has not collaborated, outside of weekly professional development, with other grade level teachers except in the hallways during passing periods. She elaborated that this is the time where they share resources and ideas. Teacher A stated that she sometimes meets with her partner teacher, a math teacher, at lunch where they lesson plan and support each other. Teacher B stated she is given time to meet with her partner teacher once a month, however vacancies in math and science in the other grade levels hindered collaboration. When asked what activities they participated in during their professional learning meetings with their peers, teachers responded that they lesson planned, and discussed students that they have in common who may need PROFESSIONAL DEVELOPMENT STEM 71 assistance. Teacher A also shared that teachers shared “ideas and strategies to deal with difficult situations with common students.” Lastly, in order to understand if teachers understood the expectations of trainings in PLCs they answered the following question: What are the expected outcomes and product that is required from your PLC meetings? Teachers’ responses indicated that there is collaboration between the principal and peers. Teacher C stated that the expected outcome from meetings is data but that it is “A three-way split…reflective, introspective and school as a whole. Data in terms of testing, self assessment, admin and schools.” Teacher A responded that professional development varies and that other opportunities include working with the principal and, “Collaboration together with strategies to try a new approach with certain students that are not performing well.” Interview data that was collected on training in PLCs indicated that some of the teachers have an understanding of the topic but feel that there are not enough opportunities to collaborate with their peers. In general, interview data illustrate that there is some understanding of 21st century learning skills and STEM integration. In order to obtain a response to math and science teachers’ overall experience with professional development at the site, the following question was asked “ How has your overall professional development experiences informed your instruction?” Study participant responses indicated that teachers believed that, “For the most part they have very informative and helpful,” and trainings “Helped out tremendously.” Although one participant indicated that the professional development that she received at the study site informed her instruction, her previous responses in her interview indicate that some of the information she received was helpful but was too much information at once. Another teacher confirmed this belief by stating, “I hope that they would have been paced a little more slowly, PROFESSIONAL DEVELOPMENT STEM 72 not so many at one time and been given more time to implement little by little.” Implications of these data are discussed in Chapter 5. Change in practice. When asked, what do you feel has changed in your practice in your classroom, teacher responses varied. Teacher A stated that she changed the way she arranged her seating in her classroom, Well I think it has changed because I used to have my classroom assigned in rows of students, now I have them in groups of six and they talk about the problems and the actual problems we have discussed. They Think-Pair-Share more, they come up with solutions. It has changed my way of teaching, too, in regards to make them pair up more, make them pair up in teams and do actual final projects together. Teacher A’s response indicated that she has incorporated cooperative learning strategies into her lessons that derived from the professional development she received from the study site. During the 3-week summer professional development session given at the beginning of the school year, teachers attended a Kagan Training on how to place students in cooperative groups and how to facilitate effective team building strategies for children. Follow up training was given throughout the school year. Teacher A thought that the overall professional development helped her with giving her the skills to teach students science in a more rigorous and engaging way by facilitating activities that are, “hands on or involves a little bit of movement…” Teacher B stated that the way she delivers instruction to her students has, “changed dramatically” and “the technology over the years in the classroom can be overwhelming, but with the right training...” Overall, when disaggregating the data from teacher responses in their interviews, responses indicate that their perceptions on the amount of professional development they have received in 21st century learning skills training varied but showed some indication that it has affected their instruction and that there is some understanding of the topic. In regards to their PROFESSIONAL DEVELOPMENT STEM 73 understanding of 21st century learning skills and how these skills contribute to STEM integration, Research Question #2 is designed to help with this understanding. Research Question 2: To What Degree Does the Acquisition of These Skills Contribute to STEM Integration in Their Math and Science Teaching? The study school’s goal incorporates 21st century learning skills and although documents reviewed (i.e., charter petition, WASC Focus on Learning and mission/vision statements) do not specifically reference STEM integration as a goal, there is a relation. As we have learned from previous chapters in this study, STEM integration strategies parallel and often overlap 21st century learning skills. In order for students to effectively participate in the 21st century they will need to develop new skills and understandings. Jobs will require citizens to have “scientific and technological understanding” that will assist with critical thinking and decision making in the modern world (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011, p. 5). Therefore, when 21st century learning and STEM strategies such as critical thinking, problem solving, communication, collaboration, creativity, project-based learning, cooperative learning and engineering by design are embedded in learning experiences, they create an improved environment for understanding STEM integration. This understanding allows STEM learning to be translated into tangible skills that connects to real world application (Committee on Highly Successful Schools or Programs for K-12 STEM Education et al., 2011). Participation in STEM integration professional development. In order to gain an understanding of the study participant’s perceptions of STEM integration, questions were asked that were more STEM specific. Study participants were asked, “How often did you participate in STEM specific professional development at your previous site?” Teacher A responded, “Not often, no, I don’t remember of any.” She also shared the most of the focus of professional PROFESSIONAL DEVELOPMENT STEM 74 development has been placed on reading and writing based on the data from the school. Teacher A also stated that there has been a gap in math training due to the excessive amount of substitute teachers. In science, the teacher attended a Next Generation Science Standards (NGSS) professional development alone but mentioned that she attended a training with partner teachers in her same discipline last year on the same topic. During this interview there was no mention of Inquiry and engineering both integral to STEM integration. Teacher B responded that she participated in STEM specific training, “Every time it was offered,” and when asked clarity questions she stated, “I don’t know what else to say about the STEM.” Her response alludes that her understanding of STEM integration itself and the STEM training she may have received is not clear. Teacher C stated that she did not receive any professional development in STEM. However, she stated that she is learning about STEM on her own and that it is a new topic for her. She responded that most of the information she has received about STEM is from Google searches. Teacher C also stated that she is aware that STEM, “deals with engineering,” and that she is beginning to include it into her lessons. Overall, teachers’ response to STEM Professional development begins to show a pattern that teachers’ understanding of professional development in STEM is limited. All of the participant responses to this research question did not address technology. Teacher responses from research question 2 will give more data on teacher’s perceptions of technology specific training. Technology. Technology is an important discipline in STEM and 21st Century learning. In order to gain more clarity of the teacher’s understanding of technology, teachers were asked, “How has the PD you have participated in supported the use of technology in your classroom?” PROFESSIONAL DEVELOPMENT STEM 75 Teacher C stated that her experiences with professional development in technology were more teacher driven, “Technology…with teachers we did look at technology in collaborative groups…we talk about ways we can be technology driven.” Teacher B responded that the professional development she received helped her with her lessons, “It helps with different strategies that I can introduce to students to implement learning.” Lastly, Teacher A placed emphasis on a training she felt was very good where teachers shared strategies with each other: Well we had a very good PD one day, when we were teaching each other…we were all so pleased with that PD because we were teaching each other strategies on how to use Brainpop, to using Google Docs. We were sent to a training, at least six teachers and two of the office people, there were over there with us learning about Google Docs. How to do Word documents in Google Docs. How to use PowerPoints, Excel sheets in order for us to be able to implement them into the classroom. The students now have e-mails that belong to the school they can do presentations and stuff through Google and share it within themselves and share it with me so that I can grade it… Teachers were also asked if they had access to technology at their site and if they have been supported in regards to training in technology and how it has translated to their classrooms. This question addresses the teacher and student’s use of technology in the classroom. Teacher responses mirrored that of their survey questions on technology. 2 of the 3 participants responded that they use laptops and projectors. Other technologies used were: microphones, iPads, document readers, and Google Docs. One teacher, Teacher B responded that she has received professional development to aid her with implementing technology in the classroom. Another teacher reiterated that she received training in Google Docs. Inquiry-based approach. The inquiry-based approach is paramount to STEM integration and is often synonymous with problem-based instruction and problem solving as mentioned in the 21st Century learning Skills Framework (P21, 2009a). Some may say that inquiry-based instruction is the heart of STEM integration in that it relies on student-led activities that involve steps and critical thinking. They must also be able to create hypotheses PROFESSIONAL DEVELOPMENT STEM 76 and evidence as they are constructing questions about their learning (Barron & Darling- Hammond, 2008). In order to gain understanding of the perceptions of this approach from the study participants, the following question was asked: How has professional development influenced your pedagogy in the inquiry-based approach? Teacher B stated that it has helped her with how she views math instruction, “It basically has taught me different things and how to look at math differently. Math is not just straightforward anymore. Students have to know how to get to their answer versus finding the answer.” The remaining two teachers’ responses led to questions about their understanding of inquiry-based instruction. One teacher referred to a history training and the other began to list strategies on how she researches answers to student inquiry by using computers and books to search for the answer. She added that students also have opportunities to use the same resources. Responses from this section may provide more clarity on teacher perceptions of the meaning and purpose of inquiry-based instruction. Data from observations conducted in this research gave more insight on how this is translated into classroom lessons. Summary of Interview Data Looking at interview data alone may not effectively paint a clear picture of teacher perception of professional development delivered, the triangulation method of data collection interviews, observations, document review and surveys provide a better understanding of how professional development offered has transferred to classroom lessons. What teachers say they know and what they actually do can vary dramatically. If their understanding of a topic is not clear or if their experiences in training were not thorough, they may not bring to the classroom information that is needed to effectively deliver instruction. PROFESSIONAL DEVELOPMENT STEM 77 Observations Data obtained from observations conducted in this study informed this research by providing more information on how the skills and strategies math and science teachers learned in professional development transferred to their classroom lessons. Observation of the teachers’ pedagogy revealed their perceptions on how 21st century skills, learned in professional development, has changed their instruction. In order to frame the data collected, observational data were summarized by a vignette of each participant’s lesson observed. In the following section, this data was summarized and organized by the research questions. Classroom Lesson Vignettes Teacher A. Teacher A’s lesson was on the digestive system. Her lesson design was structured as a series of games, which served as a review for an upcoming exam. The teacher opened the lesson with a quick review session on the functions of the organs in the digestive system. Students were then asked to get into groups as the teacher counted off by 3’s. Groups were then asked to select a food item that will be used to name each group. Both activities are 21st century learning strategies to encourage collaboration and communication among students. The teacher then placed stacks of cards on each table. Each stack had the name of each organ that is in the digestive system. When the teacher gave them the command, students had to randomly select a card and then arrange themselves in the correct order of the digestive system. The first team that arranges themselves in the correct order and in the fastest amount of time wins the game. The students appeared to enjoy the experience. The teacher used a Kagan strategy to help manage the students during the games. Students were very familiar with this strategy and as the teacher raised her hand holding two fingers in the air, with the two fingers on the other hand covering her mouth as the students began to follow her lead and do the same. PROFESSIONAL DEVELOPMENT STEM 78 This strategy is designed to get students to refrain from talking on command. After observation of this lesson it was clear that the teacher had command of the various communication and collaboration strategies she obtained in professional development. Due to the nature of the lesson, there were more 21st century learning skills strategies were not observed. During a second observation, many of these strategies were observed. Observation two was conducted in the science lab at the school. The lab was a continuation of the unit on the digestive system. Students dissected a frog with the purpose of comparing the digestive system of the frog with that of a human. The objective of this lesson was, “I can identify the organs of the digestive system on the frog and their functions to compare it to the human digestive system.” The objective directly relates to multiple 21st century skills and STEM integration skills. Problem-based learning, critical thinking skills, connection to the real world, evaluating and analyzing data are all skills that were observed during the lesson. Teacher A began the lesson by reviewing the safety protocols of the lab. She then reiterated the purpose of the lesson by reviewing the objective and reminding the students of the unit on the digestive system. The teacher then modeled the dissection of the frog for the students. Students were then placed in pairs and were instructed to dissect the frog, cut out specific parts, and place them on an identification chart. Figures 1 and 2 illustrate this activity. Students also had to complete two worksheets during the activity (Appendices G-I). Incorporated in one of the worksheets were two critical thinking questions that supported the given objective. Students were asked, “Frogs produce a huge number of gametes (eggs and sperm) at one time-why do you think this is (Hint: Finding Nemo)?” And “The frog’s tongue is anchored in the very front- opposite to the orientation and anchoring of humans. Why do you think this is so?” Both questions encourage critical thinking and allow students to connect what they have learned to PROFESSIONAL DEVELOPMENT STEM 79 real world application. During the final activity, students completed a worksheet that incorporated all elements of the unit on the digestive system. Figure 1. Student dissecting a frog. Figure 2. Frog identification chart. Overall, Teacher A’s lesson showed some elements of how she perceived 21st century learning skills and STEM integration and how it reflected in her classroom lessons. Students participated in a variety of activities that required them to think critically in where they are able to use systems thinking by analyzing how the organs of both frogs and humans interact that contribute to each digestive system (P21, 2011). They also used the skill of making judgments and decisions, as described in the framework, by synthesizing information they learned about the digestive system and being able to make connections on what they have learned. Students were PROFESSIONAL DEVELOPMENT STEM 80 also able to reflect on their overall experience during the digestive system unit by answering questions that the teacher presented to them. There was also evidence of inquiry-based instruction throughout the lesson, as perceived by the teacher. Implications of this are discussed in the summary of data collection. Teacher B’s lessons also included 21st century learning skills and elements of STEM integration. Teacher B. The lesson observed in Teacher B’s classroom incorporated skills that were offered through professional development. The first lesson observed was part of a trimester-long project for math and science classes. The theme of the project was forensics. Initially, the project was designed to be taught in both a science and math classroom, however due to a teacher vacancy for the year the lesson was adjusted to be completed in one classroom, Teacher A’s. The lesson observed involved students obtaining evidence from a crime scene. The students were given written scenarios of a crime. The seating arrangement in the class remained consistent with students sitting in groups of four to five students per group of desks. Students were directed to study their crime scene summaries and began taking notes on possible scenarios they can extrapolate from the information provided. The teacher facilitated the lesson by walking around the classroom and asked clarifying questions periodically. After students worked together in their groups the teacher gave directions for the students to put their notes aside and were given a worksheet to document data. Students were given tape measurers and were placed in pairs so that they can measure the size of the foot and arm span of their partner. The teacher informed the student that there is an outstanding theory that the measurement of these body parts can determine the height of a person. Students were told that they would use this information to assist them with finding the suspect of the crime. Teacher B’s lesson provided PROFESSIONAL DEVELOPMENT STEM 81 a lesson where students can use critical thinking skills to solve real world problems by using math skills they have acquired earlier in the semester. In another lesson observed in Teacher B’s classroom, students used their knowledge of the Pythagorean theorem to measure distance on a map. The teacher’s role in this lesson was facilitator as student worked in their groups to figure the distance that a phone company technician needed to lay down fiber optic cable. The teacher provided real world experiences by using a map from the community of the students and a career that they were familiar with. Using the map also allowed students to use a math concept learned called the Pythagorean theorem, and allowed them to apply it to a more abstract problem. The teacher’s use of a real world problem that students most likely will encounter was also a good strategy to incorporate. Figure 3 illustrates the problem and map used during the lesson: Figure 3. Map used during Pythagorean theorem problem-based lesson. The skills observed in both lessons mirror that of the lessons observed in Teacher A’s classroom. This congruence led to a better understanding of the skills that teachers received in professional development and their understanding of these skills as they incorporate them into PROFESSIONAL DEVELOPMENT STEM 82 their lessons. Lessons that include real world connection, inquiry-based instruction and project- based learning experiences that are linked to 21st century skills learning and STEM integration. Teacher C. Teacher C’s classroom lessons incorporated many of the skills that both Teacher A and Teacher B included in their lessons. However, there were a few more STEM elements observed in Teacher C’s lessons that were not included in the other lessons. The first lesson observed was a lesson on air mass. Students were learning how air masses change when they collide, more specifically, in warm and cold weather. The lesson took place both inside and outside of the classroom. The lesson began with the teacher assisting students with creating a chapter in their science notebooks that they will be using later in the lesson during their lab. There was evidence of problem solving and critical thinking skills written on the board. The teacher provided a sentence starter for the students to use when they are participating in their lab activity (see Figure 4). Figure 4. Evidence of probing question during an experiment. The sentence starter the teacher provided, “Investigate, what happens when air masses,” began with the word investigate. The verb investigate is key to inquiry-based questions. This strategy is evidence that the teacher incorporated strategies learned in a project-based training she participated in during professional development sessions. After the students finished writing PROFESSIONAL DEVELOPMENT STEM 83 notes and preparing for the lab, the teacher led the class to an outdoor setting where students were seated in groups of 4-6 students. The teacher began to prepare for the lab by filling containers with water and adding a flask of warm water with red dye and an ice cube with blue dye. She then placed the containers on the student tables as the students waited for further direction. Although the teacher made a great effort by providing this experience for her students, allowing students to create the lab environment would give students an opportunity for trial and error, which is essential in problem-based learning. After the containers were given to the groups, students proceeded to observe the reaction from the two containers that were floating in the water. They collaborated with each other and discussed what was happening while they write their notes in their science notebooks. It was evident that students were thinking critically as they began to see the reaction of the two, “air masses.” The teacher facilitated this learning by continuously asking clarifying questions. As students responded, this process helped students with meaning making and allowed them to think about their responses as they learned from other students in the class. The second lesson observed in Teacher C’s classroom incorporated many components of engineering and design, a skill that was not addressed in other lessons observed in the study. Ironically, based on the interview and survey responses from this teacher, her knowledge of engineering was limited and all information obtained was not received in professional development but during Google searches on the Web. In this lesson, students learned about earthquakes and building structures. Students had to develop a building plan (engineering skills) and then create a structure that would withstand an earthquake (see Appendices J-L). Before this lesson, students learned about the different types of earthquakes and their magnitude. Evidence of their previous lesson was the science standard and essential question that was posted on the PROFESSIONAL DEVELOPMENT STEM 84 board (see Appendix M). Students worked in teams of two to create the structures with toothpicks and marshmallows. They were allowed to revise their plans and test their structures as often as possible before the teacher visited each team to test their structure. A sample of a completed structure is illustrated subsequently (see Figure 5). Figure 5. Final product of a structure that passed the test. In order to pass the test, the structure had to remain standing in a pan of Jell-O for 10 minutes. This lesson incorporated many components of 21st century learning skills and STEM integration. Although some may not be intentional in regards to the lesson design, they are skills that students had opportunities to engage in during the lesson. Students were able to communicate, collaborate, problem solve, use their critical thinking skills, evaluate, analyze, and create. Engineering was a major component in this lesson in that students developed ideas, selected solutions, made prototypes, tested and communicated results. This interaction conflicts with Teacher C’s perception of her understanding of 21st century learning skills. In her PROFESSIONAL DEVELOPMENT STEM 85 interview, she stated that she did not have a clear understanding of these skills. Implications of this conflict, is discussed in the summary of this chapter. Summary of Observation Data The observations conducted provided more information on how teachers applied the information they learned in professional development into their classroom lessons. It also illustrated what may have been missing in the training that they received. All lessons observed incorporated activities that went beyond rote instruction. Students played games, built structures, participated in project-based learning and had hands on experiences with that covered the standards they were learning. In all of the classrooms, the students were engaged in the activities. Overall, teachers clearly had well planned out lessons that incorporated some elements of 21st century learning skills. In some lessons, there was evidence of STEM integration. How the observations conducted contributed to the study is discussed in the data summary of this chapter. School and classroom-based documents also contributed to this research and provided evidence of the professional development received, the school’s mission and vision and the teachers’ plans of implementing strategies learned in trainings. Documents Reviewed School-Based Documents The data collected thus far in this study has provided a plethora of information in regards to how teachers perceive the professional development obtained at the study site contributed to their understanding of 21st century learning skills and STEM integration. The interviews, observations and surveys conducted gave insight with this understanding. Review of school documents can also assist with this understanding. The Charter Petition for the school was reviewed to gain a better understanding of the mission and vision for the school. Incorporated in PROFESSIONAL DEVELOPMENT STEM 86 the mission and vision statement is the goal for the students at the study site to become active participants in the 21st century. The professional development calendars at the site also gave insight on the professional development plan and instructional goals for teachers (see Appendices C-F). Teachers participated in data review, assessment planning and trainings that addressed the socio-economic status of the students they served. All of the teachers at the study site were required to participate in training. Although there were limited instances when training was differentiated for math and science teachers specifically; the following were topics that were directly related to 21st century and STEM skills: project-based learning, Kagan Strategies, technology, PLCs, data analysis, Marzano Strategies, and Common Core Standards. Teachers participated in 3 days of training in Project-Based Learning given by the Los Angeles County Office of Education (LACOE) with various school sites from local districts. This researcher was involved in this training and served as an equal participant with the teachers. The training involved the introduction of the P21 21st Century Learning Skills Framework and how PBL enhances learning for students. Presentations were given from model schools and teachers were given a day to plan with their peers, thematic projects for their students. The culminating activity was a Gallery Walk in where all teacher groups were able to present their lessons and review lesson plans from other sites in order to learn new strategies from their peers and provide feedback. Teachers also attended a 2-day training in Kagan Cooperative Learning Strategies. Although cooperative learning is an approach to learning that is based on Social Cognitive Theory, Dr. Spencer Kagan along with the Co-Founder of the Kagan corporation, Miguel Kagan PROFESSIONAL DEVELOPMENT STEM 87 developed specific cooperative learning strategies teachers can use in their classrooms. Their research developed seven keys to successful cooperative learning: • Key 1. Structures: how to use cooperative learning instructional strategies • Key 2: Teams-how and when to form and re-form the various types of teams • Key 3: Management-How to manage the cooperative classroom • Key 4: Classbuilding-How to create a caring, cooperative community of learners • Key 5: Teambuilding-How to develop powerful learning teams • Key 6: Social Skills-How to develop students’ ability to cooperate • Key 7: Basic Principles (PIES)-How to use the proven principles of cooperative learning (Kagan & Kagan, 2009). Study participants also attended professional development on common core standards, Marzano learning strategies and data driven instruction that was given by the Director. They were able to receive technology training on computer programs and websites from their peers. Teacher/Student-Centered Documents During data collection, student work samples, teacher lesson plans, rubrics, lesson directions, videos, and textbooks were reviewed. Reviewing these documents provided information on how teachers incorporated 21st century skills into their lessons. Rubrics provided a visual of what teachers expected from their students and as a result illustrate the teacher’s understanding of the lesson. Lesson plans can reveal how much knowledge a teacher has regarding his/her specific discipline. Math textbooks reviewed showed evidence of STEM and 21st century learning strategies that were embedded in lessons throughout the book (McGraw- Hill, 2015). The first page of the textbook illustrated this goal, “STEM: McGraw-Hill is committed to providing instructional materials in Science, Technology, Engineering, and PROFESSIONAL DEVELOPMENT STEM 88 Mathematics (STEM) that give all students a solid foundation, one that prepares them for college and careers in the 21st Century” (p. 1). The documents reviewed at the study site provided background data that may not have been observable in the interviews, observations and surveys conducted. The triangulation of this data assisted with gaining an understanding of how knowledge obtained in professional development is transferred into classroom lessons. Summary of Findings The data analyzed in this study led to emerging themes. These themes were consistent throughout the data analysis of surveys, interviews, observations and documents reviewed. The emerging themes from the data analysis are important for the research because it illustrates consistencies and inconsistencies in a given topic, in this case professional development. The themes will be categorized by the research questions that drive this research. Research Question #1: How Do Teachers Perceive That 21st Century Skills Professional Development Has Changed their Pedagogy? Communication and collaboration. Based on the data collected and reviewed, all of the teachers felt that professional development received this school year has changed their pedagogy, to some degree, in terms of communication and collaboration. All of the teachers had seating arrangements that encouraged group participation and collaboration. Their classroom lessons reflected the cooperative learning strategies training they received. Teachers were facilitators in the learning experience while students were able to interact with their peers and provide feedback as they progressed through the lesson. It fostered communication among peers, “peer collaboration can help students become successful with challenging tasks, 21st century learning skills” (Honey et al., 2014, p. 4). Students were completing tasks in pairs and in groups that allowed them to worked together to find the solution to problems and were able to work together PROFESSIONAL DEVELOPMENT STEM 89 towards a common goal. The data described here supports the skills of collaboration and communication strategies that teachers learned during the Kagan Training in the summer professional development series and throughout the school year. This provided evidence that the training was effective and contributed to their lesson design. All of the lessons observed allowed students to problem solve and had some component of a problem- or project-based theme. Problem- and project-based learning. Math and science teachers, along with their peers, participated in multiple sessions of Problem- and Project-Based Training. All of the lessons observed had an element of this style of learning. Lessons were not teacher- or textbook- centered, but relied on projects and problems that were framed in the standard the students were learning. Students worked in groups to solve real world math and science problems. Teachers designed their lessons to reflect the student as the center of the learning experience and the teacher as the facilitator. This implies that teachers have an understanding of problem- and project-based learning and how this method of learning will aid with the development of their students’ 21st century learning skills. Critical thinking skills. All of the lessons observed were problem or project based at some level. Because of this, critical thinking skills were essential for students to use while solving the tasks given to them. Teachers had the charge to incorporate these skills into their lessons. Data from the surveys conducted indicated that only two of the three teachers felt that they received adequate training in 21st century skills. This is important because critical thinking skills are an important component of these skills. In contrast, the lessons observed indicated that all of the teachers understood the importance of including critical thinking opportunities into their lesson design. Lessons included reflection questions, open-ended essential questions and hands-on experiences that required students to think critically as they solved problems. Overall, PROFESSIONAL DEVELOPMENT STEM 90 the themes in this section reveal that teachers believe that the training they received in 21st century learning skills has contributed and enhanced their lessons delivery. How these skills contribute to STEM integration may pose more questions than answers. Research Question #2: To What Degree Does the Acquisition of These Skills Contribute to STEM Integration in Their Math and Science Teaching? Technology. Data collected from the observations did not provide much information on the degree of technology that is used in the classroom. Although the interviews and survey data indicated that teachers participated in technology training and that they use technology in their classrooms, the use of technology observed was limited. Two teachers used an overhead projector in one of their lessons. Observations conducted did not reveal evidence of teachers or students using iPads, computers are cell phones during instruction. Inquiry-based instruction. As described in earlier sections of this study, inquiry-based instruction allows the student to conceptualize the standard or topic they are learning. Inquiry- based instruction involves lessons that are student centered where students are creating, developing hypotheses, and evaluating throughout their learning experience. The data provided from the interviews reveal that the teachers in this study have little understanding of inquiry- based instruction. Although through observations, some of the lessons had elements of this strategy but not sufficiently evident to conclude teachers had a good understanding of the topic. Engineering by design. According to the data collected, the majority of the teachers do not have an understanding of this topic. This notion also materialized during observations of classroom lessons. Only one of the six lessons observed incorporated an engineering design component. Students were able to develop ideas, build prototypes, evaluate, and test solutions while learning about earthquakes and how structures react during earthquakes depending on the PROFESSIONAL DEVELOPMENT STEM 91 design of the building. During this lesson, there was little direction from the teacher and the students were able to learn from their peers. We know from the research that this style of learning provides the foundation for STEM integration to occur (Honey et al., 2014). Chapter Five will provide information on how these findings can inform educators on professional development in 21st century learner skills and how these skills may enhance STEM integration. PROFESSIONAL DEVELOPMENT STEM 92 CHAPTER 5: IMPLICATIONS, CONCLUSIONS, AND RECOMMENDATIONS There is overwhelming data that are in alignment with the President’s initiative of better preparing U.S. students in the 21st century in order to be able to be more competitive with other countries in the area of STEM fields. Due to this push, schools nationwide have incorporated the integration of the STEM disciplines and 21st century learning skills into their curriculum (Honey et al., 2014; NAP, 2006; National Research Council, 2012). This new way of teaching will prove to enhance the learning experiences of students where they are given opportunities to think more critically. Students who are critical thinkers are better able to conceptualize what they are learning and make meaning of it so that the skills learned are applicable to other subjects they are learning (Honey et al., 2014). This meaning making and integration of the disciplines can be accomplished by preparing teachers to effectively incorporate 21st Century learning skills into their lessons. Research in Chapter 1 illustrated that teachers often do not obtain these strategies in their teacher education programs. Thus, schools are charged to include these strategies in their professional development plans. This study set out to understand how teachers perceive the professional development that they have received in 21st century skills has changed their instruction and how these skills have contributed to STEM integration in their classrooms. Using the P21 21st century skills as a framework in this study, the following research questions were developed: 1. How do teachers perceive that 21st century skills professional development has changed their pedagogy? 2. To what degree does the acquisition of these skills will contribute to STEM integration in their math and science teaching? PROFESSIONAL DEVELOPMENT STEM 93 The data that were derived from teacher responses to interviews and surveys and classroom observations conducted contributed to the findings of the research questions in this study. Summary of Findings Research Question 1: How Do Teachers Perceive that 21st Century Skills Professional Development Has Changed Their Pedagogy? 1. All of the teachers in this study reported that they felt training in 21st century skills has changed their pedagogy to some capacity. The data from their responses and observations indicated that they have all fostered collaboration and communication skills in their classrooms by situating the classroom environment where students are seated in groups of four or more students. The documents reviewed supported this finding by illustrating the professional development teachers had in Kagan strategies. It is important to note that according to the documents reviewed, teachers engaged in multiple sessions in this specific training and was a reoccurring theme throughout the year. We have learned from the research in this study that communication and collaboration are 21st century skills that students need to in order to interact effectively in real world situations. 2. Every teacher expressed that although they have used information delivered in professional development at the site, they believed that there was too much information given and there was not enough time to effectively implement what they have learned. 3. Teachers also felt that they did not have many opportunities to work with teachers in their discipline. One contributing factor is that there were vacancies throughout the school year in both math and science classrooms throughout the school year at the PROFESSIONAL DEVELOPMENT STEM 94 study site. Another factor is the structure of planning periods. Teachers who are fairly new to the profession or who are new to PLCs will need more structured collaboration activities and experiences in order to effectively learn from their peers. 4. It was also evident that all of the teachers incorporated what they perceived to be problem and project-based learning into their lessons. Although the level of intensity of each lesson was different, it was clear that teachers at the study site valued this strategy and felt that it was important for the learning process. The data revealed however, that teachers did not have a full grasp of all of the components of problem- and project-based learning in that some of the lessons observed did not include higher metacognitive questions to foster higher-order thinking. It is understood that this level of thinking improves critical thinking skills in students. We know from the research that the best way to engage students in 21st century learning experiences is to include in lessons opportunities, project- and problem-based lessons, for students to participate in activities that help with the development of conceptual knowledge by completing authentic tasks that are applicable to real world contexts (Honey et al., 2014). Twenty-first century learning skills instruction, require students to be involved in the following: critical thinking, problem solving, communication and collaboration. Data collected for Research Question 1 provided evidence that all of the teachers incorporated some element of the four skills included in 21st century learning skills. All of the study participants showed a desire to teach these skills to their students and based on interview data, believe that more effective professional development would enhance the skills they already possess. Overall, teachers appear to have some understanding of these skills. PROFESSIONAL DEVELOPMENT STEM 95 Research Question 2: To What Degree Does the Acquisition of These Skills Will Contribute to STEM Integration in Their Math and Science Teaching? 1. There were no significant indicators that teachers used the skills learned in professional development to integrate math and science teaching. Although there were some references to math in some of the lessons observed, teacher responses to interview and survey questions indicate that their knowledge of STEM integration is limited. Although one lesson incorporated engineering design skills, the teacher’s response extracted from interviews and documents reviewed, revealed otherwise. The teacher’s knowledge of incorporating engineering design skills was obtained from her independent research and not from the professional development she participated in at the study site. 2. Evidence of teachers who incorporated the inquiry-based approach into their lessons was also limited. Interview responses on their knowledge of the inquiry-based approach demonstrated that math and science teachers at the study site are not informed of this approach and did not receive extensive training on how to incorporate this approach into their lessons. Data from observations indicate that students participated in activities that fostered questioning, evaluating and developing a hypothesis. However, there was limited data on lessons that involve students creating their own questions about the tasks they were completing. 3. The data collected on technology in the classroom was contradicting in that teacher surveys indicated that two out of the three teachers indicated that they use computers, iPads, overhead projectors and cell phones in their lessons. Observational data collected did not provide evidence of computers, cell phones or iPads incorporated PROFESSIONAL DEVELOPMENT STEM 96 into the lessons taught. Six of the six observations conducted revealed that students did not have experiences with technology during the data collection period. The analysis of data for Research Question 2 indicates that teachers’ knowledge of STEM integration was limited. We have also learned that teachers were not engaged in professional development that explicitly trained teachers in this skill. In the literature review of this study, research shows that teachers, who are effective teachers of STEM, acquired a discourse in STEM so that they are more comfortable with their instruction (Nadelson et al., 2012). Another source indicated that it is necessary for teachers to build their capacity in STEM knowledge and skill in order for instruction in STEM to be successful (Niess, 2005). Limitations Chapter One of this research described the limitations of the study as listed subsequently: 1. The study is a small-scale study of a small learning community within one middle school. 2. The professional development model implemented in the school is new and therefore no comparative data exists 3. The case study was conducted during a short period of time, which limited data collection. Although the study site is a small community with a limited number of teachers, triangulation of data provided the data necessary to extract themes of teacher perceptions of the professional development they received. Overall, data from the research was able to allow the researcher to delineate limitations as much as possible. It provided more insight on what teachers take from the professional development that they receive and how they incorporate these skills into their classrooms. PROFESSIONAL DEVELOPMENT STEM 97 Another limitation was that the professional development model at the study school was new for the current school year. Research conducted at multiple sites may give more information on various models of professional development. However, data from this research can inform the study school and other schools on how to improve professional development strategies for the upcoming school year. This data can also contribute to other research conducted on professional development in 21st century skills learning. Lastly, the data collection period in this study was limited and if the collection period was longer, more evidence of teacher perceptions may materialize through time. Although limited, the data can provide a snapshot of information and aid in the development of research questions for future research. Implications for Educators and Researchers The data collected in this study led to findings that emerged to common themes that can serve as data for future research. The quality of a good professional development program can directly affect student outcomes. In this case, effective professional development in 21st century learning skills instruction can improve the critical thinking skills needed in the 21st century. The research in this study can also aid with fostering STEM integration across the disciplines more effectively by providing a snap shot of the possible gaps in professional development that may give insight on how to improve a school’s professional development model. The following implications were derived from significant themes produced by the data presented in this study: 1. Teachers will benefit more from professional development that is has explicit objectives. These objectives should be revisited throughout the training and school year. This will allow teachers to truly understand the purpose of the activity presented in training. In the context of lesson design, the objective drives the training PROFESSIONAL DEVELOPMENT STEM 98 and ensures time-on-task is honored. One way to ensure teachers understand the topic addressed is that ongoing evaluation and reflection opportunities must be implemented. Teacher feedback will provide presenters with an understanding of how teachers make sense of what they learn and apply it to their classroom lessons (Guskey, 2000). 2. A trend that was consistent throughout the study is that teachers did not have command of two major skills that are essential to STEM integration, engineering design and inquiry-based instruction. Effective 21st century skills and STEM professional development must include extensive training in inquiry-based instruction and engineering skills. Incorporating more days of training in these topics will give teachers more knowledge and skill and will aid with their self efficacy in these areas when they are designing classroom lessons. 3. Incorporating more hands-on training that allows teachers to participate in activities that they will require from their students is also an important component of professional development. If teachers are engaged in the same activities as their students, it is more likely that their self-efficacy in the topic is strengthened. Teachers must be able to have strong models and experiences with 21st Century learning and STEM integration in order to “be able to develop practical conceptual lessons for their students” (Ostler, 2012, p. 29). 4. Teachers who participated in the study noted that although the professional development they received contributed to their classroom lessons, there was too much information given in a minimal amount of time. This implies that a more concise, condensed and focused professional development calendar will give teachers more PROFESSIONAL DEVELOPMENT STEM 99 time to learn the topic, teach the topic, receive feedback, reflect and revise (Guskey, 2012). 5. PLCs can contribute to the understanding of content learned in a given training. When teachers are able to collaborate and share ideas, they are more likely to implement these strategies into their lessons (DuFour, 2007; Fulton & Britton, 2011). The P21 Framework also describes PLCs as an essential component of professional development in where teachers should be able to engage in the following: educators as facilitators of their learning, educators who construct their own learning communities, tapping into the expertise of peers and collaboration among all participants (P21, 2011). The implications in this section can inform the research on 21st century learning skills and STEM integration given the emergence of the Next Generation Science and Common Core Math Standards. Recommendations for Future Research The research conducted in this study was conducted in a small learning environment. Research questions were developed in order to gain a better understanding of how math and science teachers perceive what they learned in 21st century skills professional development and how it has enhanced instruction and how this acquisition of skills contributed to the interconnectedness of STEM disciplines. For educators who want to expand on this research, it is recommended that more emphasis be placed on how teachers comprehend each component of 21st century skills and STEM before observations are conducted. Furthermore, a large scale study of more teachers, more schools and longer duration of the data collection period will provide more data for considerations on improving professional development. Lastly, PROFESSIONAL DEVELOPMENT STEM 100 researchers may want to expand their scope of study to elementary and high school environments, in order to collect more data on the differentiation of training that is conducted depending on the grade span studied. Conclusion The goal of this research was to understand how teachers believe the professional development in 21st century skills has improved their instruction. Another goal was to understand how these skills assisted with the attainment of STEM integration in their classrooms. The data analyzed in this study illustrated that teachers learned 21st century skills in professional development but need more training in order to effectively implement the strategies into their classroom lessons. Intentional development of professional development calendars and agendas that include multiple opportunities for evaluation, reflection, collaboration among peers and hands on experiences are essential for the development of knowledge in 21st century learning and STEM integration skills. Professional development in these skills must be explicit so that teachers gain a true understanding of the concepts and skills they are charged to teach to their students. Initiatives from federal, state, and local governments, and the push from the Common Core and Next Generation Science Standards give hope that the recommendations shared in this study may be adopted more broadly. PROFESSIONAL DEVELOPMENT STEM 101 References Achieve, Inc. (2013). Next generation science standards. Retrieved from http://www.nextgenscience.org/sites/ngss/files/NGSS%20DCI%20Combined%2011.6.13 .pdf Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning [Book excerpt]. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful- learning.pdf Beers, S. (2012). 21st century skills: Preparing students for their future. STEM Journal. Retrieved from https://www.mheonline.com/mhmymath/pdf/21st_century_skills.pdf Buck Institue for Education. (n.d.). What is project-based learning (PBL)? Retrieved from http://bie.org/about/what_pbl California Department of Education. (2014). State schools chief Tom Torlakson releases blueprint to improve teaching of science, technology, engineering, and mathematics in California [Press release]. Retrieved from http://www.cde.ca.gov/nr/ne/yr14 /yr14rel71.asp Californians Dedicated to Education Foundation. (2014). Innovate: A blueprint for science, technology, engineering, and mathematics in California public education, a report to the state superintendent of public instruction. Retrieved from http://www.education.ca.gov/pd/ca/sc/documents/innovate.pdf Capps, D. K., & Crawford, B. A. (2013). Inquiry-based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education, 24(3), 497-526. doi:10.1007/s10972-012-9314-z PROFESSIONAL DEVELOPMENT STEM 102 Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-305. Retrieved from http://www.jstor.org/stable/1167272 Cochran-Smith, M., & Zeichner, K. M. (Eds.). (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Mahwah, NJ: Lawrence Erlbaum Associates. Committee on Highly Successful Schools or Programs for K-12 STEM Education, Board of Science Education and Board on Testing and Assessment, Division of Behavioral and Social Science and Education, & National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering and mathematics. Washington, DC: National Academies Press. Committee on Prospering in the Global Economy of the 21st Century & Committee on Science, Engineering, and Public Policy (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, D.C: National Academies Press. Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning: A constructivist approach to learning. Reference Services Review, 32(2), 141-148. doi:10.1108 /00907320410537658 Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Los Angeles, CA: Sage. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage. PROFESSIONAL DEVELOPMENT STEM 103 Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass. Depth and complexity and content imperative icons. (n.d.). Retrieved from http://envisiongifted.com/critical-thinking.html DuFour, R. (2007). Professional learning communities: A bandwagon, an idea worth considering, or our best hope for high levels of learning? Middle School Journal, 39(1), 4-8. Retrieved from http://www.amle.org/ServicesEvents/MiddleSchoolJournal /tabid/175/Default.aspx Ejiwale, J. (2013). Barriers to successful implementation of STEM education. Journal of Education and Learning, 7(2), 63-74. doi:10.11591/edulearn.v7i2.220 Fulton, K., & Britton, T. (2011). STEM teachers in professional learning communities: From good teachers to great teaching. Retrieved from ERIC Database. (ED521328) Gonzalez, H., & Kuenzi, J. (2012). Science, technology, engineering and mathematics (STEM) education: A primer. Retrieved from http://fas.org/sgp/crs/misc/R42642.pdf Guskey, T. (2000). Evaluating professional development. Thousand Oaks, CA: Sage. Hadden, M. (2013). Characteristics of schools successful in STEM: Evidence from two states’ longitudinal data (CALDER Working Paper No. 97). Retrieved from http://www.caldercenter.org/publications/upload/WP-97_final.pdf Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 Education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press. Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: status, prospects, and an agenda for research. Washington, DC: National Academy Press. PROFESSIONAL DEVELOPMENT STEM 104 Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. San Clemente, CA: Kagan Publishing. Knowles, M. S. (1978). Andragogy: Adult learning theory in perspective. Community College Review, 5(3), 9-20. doi:10.1177/009155217800500302 Knowles, M. S., Holton, E. F., & Swanson, R. A. (1998). The adult learner: The definitive classic in adult education and human resource development (5th ed.). Woburn, MA: Butterworth-Heinemann Laboy-Rush, D. (2012). Integrated STEM education through project-based learning. Retrieved from http://www.rondout.k12.ny.us/common/pages /DisplayFile.aspx?itemId=16466975 Little, J. W. (1993). Teacher professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-151. doi:10.3102 /01623737015002129 Marzano, R. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Los Angeles, CA: Sage. McGraw Hill. (2015). California math: Your common core edition. Columbus, OH: Author. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass. Morrison, J. (2006). Attributes of STEM education (TIES STEM education monograph series). Retrieved from https://www.partnersforpubliced.org/uploadedFiles/TeachingandLearning /Career_and_Technical_Education/Attributes%20of%20STEM%20Education%20with% 20Cover%202%20.pdf PROFESSIONAL DEVELOPMENT STEM 105 Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based STEM professional development for elementary teachers. The Journal of Educational Research, 106(2), 157-168. doi:10.1080/00220671.2012.667014 Nadelson, L. S., Seifert, A., Moll, A. J., & Coats, B. (2012, April). i-STEM summer institute: An integrated approach to teacher professional development in STEM. Journal of STEM Education: Innovation and Outreach. Retrieved from http://scholarworks.boisestate.edu /cifs_facpubs/92/ National Academies Press. (2006). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: Author. National Research Council. (1996). National science education standards. Retrieved from http://www.nap.edu/openbook.php?record_id=4962 National Research Council. (2005). How students learn: History, mathematics, and science in the classroom. Washington, DC: The National Academies Press. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press. National Research Council. (2012). Framework for K-12 science education. Retrieved from http://www.nap.edu/openbook.php?record_id=13165 National Research Council. (2013). Monitoring progress toward successful K-12 STEM education. Washington, DC: The National Academies Press. Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523. doi:10.1016/j.tate.2005.03.006 PROFESSIONAL DEVELOPMENT STEM 106 No Child Left Behind Act. (2002). Retrieved from http://www2.ed.gov/policy/elsec/leg /esea02/index.html Ostler, E. (2012). 21st century STEM education: A tactical model for long-range success. International Journal of Applied Science and Technology, 2(1), 28-33. Retrieved from http://www.ijastnet.com Partnership for 21 st Century Skills. (2009a). P21 framework definitions. Retrieved from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf Partnership for 21 st Century Skills. (2009b). Professional development: A 21st century skills implementation guide. Retrieved from http://www.p21.org/storage/documents/p21- stateimp_professional_development.pdf Partnership for 21 st Century Skills. (2011). Framework for 21 st century learning. Retrieved from http://www.p21.org/storage/documents/1.__p21_framework_2-pager.pdf Partnership for 21st Century Skills. (n.d.). Retrieved from http://www.p21.org/ Partnership for 21st Century Skills. (2007). The intellectual and policy foundations of the 21st century skills framework. Retrieved from http://youngspirit.org/docs/21stcentury.pdf President’s Council of Advisors on Science and Technology. (2010). Report to the president: Prepare and inspire: K-12 education in science, technology, engineering, and math (STEM) for America’s future. Retrieved from http://www.whitehouse.gov/sites /default/files/microsites/ostp/pcast- stemed-execsum.pdf Read, T. (2013). STEM can lead the way: Rethinking teacher preparation and policy. Retrieved from http://cslnet.org/wp- content/themes/twentyeleven/pdf_upload/album/document /STEMCanLeadTheWayRepor t.pdf PROFESSIONAL DEVELOPMENT STEM 107 Rockland, R., Bloom, D., Carpinelli, J., Burr-Alexander, L., Hirsch, L., & Kimmel, H. (2010). Advancing the “E” in K-12 STEM education. Journal of Technology Studies, 36(1), 53- 64. Sanders, M. (2009). STEM, STEM education, STEMmania. Technology Teacher, 68(4), 20-26. Retrieved from https://www.questia.com/library/p5246/the-technology-teacher Sargent, J. F. (2014). The U.S. science and engineering workforce: Recent, current, and projected employment, wages, and unemployment. Retrieved from http://www.ieeeusa.org/policy/reports/CRSR43061.pdf Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research, 2(1), 4. Retrieved from http://docs.lib.purdue.edu/jpeer/vol2/iss1/4/ Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258. doi:10.1007/s10833-006-0001-8 Student Achievement Partners. (2011). CCSS: Where to focus, kindergarten mathematics. Retrieved from http://achievethecore.org/content/upload /SAP%20Focus%20Math%20K%E2%80%938%2011.12.14.pdf Tsupros, N., Kohler, R., & Hallinen, J. (2009). STEM education: A project to identify the missing components. Pittsburgh, PA: Center for STEM Education and Leonard Gelfand Center for Service Learning and Outreach, Carnegie Mellon University. PROFESSIONAL DEVELOPMENT STEM 108 Wang, H. (2012). A new era of science education: Science teachers' perceptions and classroom practices of science, technology, engineering, and mathematics (STEM) integration (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (AAT No. 922637122) Williams, R., Brien, K., Sprague, C., & Sullivan, G. (2008). Professional learning communities: Developing a school-level readiness instrument. Canadian Journal of Educational Administration and Policy, 74, 1-17. PROFESSIONAL DEVELOPMENT STEM 109 Appendix A Teacher Interview Protocol Opening Questions: Setting the Tone • What led you to teach science/math in middle school? • How long have you been a teacher of this discipline? • What were your experiences as a science/math student in middle school? • What was your major in undergrad and/or graduate school? • What type of credential do you possess? Single subject or multiple subject? 1. How do teachers perceive that 21st Century Skills professional development has changed their pedagogy? • How often do you participate in professional development? o Is your participation mandatory or voluntary? • What do you know about STEM integration and 21st century learning skills? • How often did you participate in STEM specific professional development at your previous site? • To what extent does the PD you have participated in at the site include strategies on how to incorporate 21st century learning skills? • How would you describe professional development at your site? • What is your knowledge of the professional development plan for math and science teachers at your school site? • What is the duration of time that you have spent in each strategy/topic of professional development you have received? PROFESSIONAL DEVELOPMENT STEM 110 • What has changed in your practice in your classroom? 2. To what degree does the acquisition of these Skills will contribute to STEM integration in their math and science teaching? • How has the PD you have participated in supported the use of technology in your classroom? • What technology is available at your site? Have you attended PD on how to incorporate this technology into your classroom lessons? • How has professional development influence your pedagogy in the inquiry-based approach? • To what extent have you incorporated project-based learning into your lessons? How has professional development supported this strategy? • Have you participated in professional development in professional learning communities? To what capacity? • How does the school support you with collaborating with your peers? • How often do you lesson plan and collaborate with your peers? • What activities do you participate in during your PLC meetings with your peers? • What are the expected outcomes and product that is required from your PLC meetings? Closing: • How has your overall Professional experiences informed your instruction? PROFESSIONAL DEVELOPMENT STEM 111 • What would you hope your students would take away from the experiences they had in your classroom? PROFESSIONAL DEVELOPMENT STEM 112 Appendix B Observation Protocol Observer:__________________________ Teacher:_____________________ Subject:_____________________ Grade:__________ # of Students:_______ Date:__________ Time In:__________ Time Out:________ Observation conducted was framed around the following Research Questions: 1. How do teachers perceive that 21st Century Skills professional development has changed their pedagogy? 2. To what degree does the acquisition of these Skills will contribute to STEM integration in their math and science teaching? Evidence of 21st Century Learning Skills that support STEM integration RQ 1: Classroom Setting Students Teachers Inquiry-Based Instruction Students Teachers PROFESSIONAL DEVELOPMENT STEM 113 Problem-Based Learning Students Teacher Project-Based Learning Students Teacher Critical Thinking Skills Teacher Connection to Real World Teacher RQ 2 Technology Used Student Teacher PROFESSIONAL DEVELOPMENT STEM 114 Activities During Instructional Time Student Teacher To what extent is evaluating, creating and analyzing included Student Teacher Engineering design Developing ideas, selecting solutions, building prototypes,testing,evaluating, and communicating results, thinking creatively and abstractly Student Teacher Connectedness of STEM disciplines Student Teacher Open Notes: PROFESSIONAL DEVELOPMENT STEM 115 Appendix C 21st Century Skills Survey Observer: Date: Please answer the following questions to the best of your ability. All responses will be kept confidential and is collected for research purposes only. 1. How many years have you taught in your current content area? a. 0-‐1 Years b. 1-‐7 years c. 8-‐15 years 2. What content areas did you receive your B.A.? a. Science or Math b. Technology or Engineering c. Other______________________ 3. How do you incorporate technology into your classroom? a. Student Laptop/Desktop/iPad b. Projector c. Cell phones 4. How often do you collaborate with your peers? a. Once a week b. 2 or more times a week c. Once a month 5. How often are your classroom lessons project based? a. Daily b. At least once a week c. At least once a month PROFESSIONAL DEVELOPMENT STEM 116 6. How often are you supported (coaching, mentoring, team-‐teaching) with STEM integration? a. Once a week b. Once a month c. Seldom 7. Do you feel that the professional development delivered at your site prepared you to teach 21st Century Learning Skills? a. No b. Yes c. Somewhat 8. Do you believe that all students should be exposed to 21st Century Learning Skills? a. No b. Yes c. Somewhat 9. Do you think math and science teachers should have content knowledge in technology and engineering? a. Yes b. No c. Somewhat 10. Were STEM integration strategies imbedded into your Pre-‐Service Teacher Education program? a. Yes b. No c. Do not recall PROFESSIONAL DEVELOPMENT STEM 117 Appendix D Professional Development Calendar (July) Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 @LACOE Project-Based Learning 8 – 3:30 22 @XXXXXXX Orientation Part 1 8:00 – 3:00 23 @XXXXXXX Common Core Grading Practices 8:00 – 3:00 24 @LACOE Project-Based Learning 8 – 3:30 25 @LACOE Project-Based Learning 8 – 3:30 26 27 28 @XXXXXXX Orientation Part 2 8:00 – 3:00 29 @ WLCCMS NWEA/Benchmarks 8:00 – 3:00 30 @XXXXXXX Kagan-Coop Lrning 8:00 – 3:00 31 @XXXXXXX Kagan-Coop Lrning 8:00 – 3:00 XXXXXXX Charter Middle School Professional Development Calendar July 2014 PROFESSIONAL DEVELOPMENT STEM 118 Appendix E Professional Development Calendar (August) Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 @XXXXXXX SPED/Struggling Stu 8:00 – 3:00 2 3 4 @XXXXXXX XXX Retreat 8:00 – 12:00 PLC 1:00 – 3:00 5 Classroom Mgmt PBIS Schoolwide Policies 8:00 -3:00 6 Lesson Design “Understanding by Design” 8:00 – 3:00 7 First-Aid/CPR 8:00 – 12:00 Free Time Parent Orientation MPR – 4:30-6:30 8 English Learners/ ELD 8:00 – 12:00 SDAIE Strategies 12:45 – 3:30 9 10 11 12 13 Minimum Day SST/RTI 2:15 – 4:30 14 15 16 17 18 19 20 READ 180 Observations 8-1:30 ELA Department 2:15-4:30 All Others – Planning 2:15 – 4:30 21 22 23 24 25 26 27 No Minimum Day 28 Back to School Night 5:00 – 7:00 p.m. 29 Early Release PD: Grade Level Common Planning 1:00 – 4:30 30 31 XXXXXXXXXX Charter Middle School PD Calendar August 2014 PROFESSIONAL DEVELOPMENT STEM 119 Appendix F Professional Development Calendar (2014-2015 School Year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`"a%&+"%9+"8/7'"9(V'"8'(<8>"##--" ./99(.'*/98"7&/="+%'%"%.&/88"8I@X(.'"%&(%8" :(.(=@(&"A" )%&D%9/"8'&%'(E*(8"%9+"<&/7(88*/9%,"E&/K'$"<,%9" &(7,(.'*/9" :(.(=@(&"21" U[:4&(7,(.'*/9"/9"I9*'"*=<,(=(9'%'*/9"%9+"##--" %9+"&(;*8("*7"9(.(88%&L>"=/'*;%'*/9"%9+" .(,(@&%'*/98" :(.(=@(&"2Z" _&%+(",(;(,"=(('*9E>"&(%+"2S1"7/,,/K"I<" b%9I%&L"23" ?(%.$*9E"K*'$"</;(&'L"*9"=*9+".$%<'(&"5"F"c"8('"I<" &(8I,'"9/K>"9(K"L(%&"'$(=(" b%9I%&L"02" TR-#"I<+%'(" b%9I%&L"0S" d%E%9".$(.M"(;*+(9.("/7".//<(&%'*;(",(%&9*9E" (9;*&/9=(9'4Y(7,(.'*/98"%9+"'(%.$(&"9(V'"8'(<8>" E&%+(",(;(,"=(('*9E" \(@&I%&L"3"e=*9*=I="+%Lf" 6%&(9'"#/97(&(9.(8""e0"<B=B"g"5"<B=B" \(@&I%&L"5"e=*9*=I="+%Lf" 6%&(9'"#/97(&(9.(8"e0"<B=B"g"5<B=Bf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ppendix G Frog Dissection Worksheets PROFESSIONAL DEVELOPMENT STEM 122 PROFESSIONAL DEVELOPMENT STEM 123 PROFESSIONAL DEVELOPMENT STEM 124 PROFESSIONAL DEVELOPMENT STEM 125 Appendix H Marshmallow Construction Project Steps PROFESSIONAL DEVELOPMENT STEM 126 PROFESSIONAL DEVELOPMENT STEM 127 PROFESSIONAL DEVELOPMENT STEM 128 Appendix I Essential Question

Abstract (if available)

Abstract Using the P21 21st Century Learner Skills Framework, this study set out to explore how professional development for math and science teachers influenced their lessons in 21st Century Learning Skills and how these skills may have aided in the integration of STEM. Using surveys, interviews and observations as the data source, the study examined teacher perceptions, from three math and science teachers at an urban middle school, on the 3-week summer professional development and follow up sessions throughout the school year, they have received in 21st century learning skills and STEM. Findings from this study indicate that study participants believed that the professional development they received has changed their pedagogy to some capacity. Implementation of collaboration and communication skills were evident throughout all data sources. However, improvement of the professional development model is needed in more explicit training in project based learning, inquiry based instruction, professional learning communities and the overall pacing of the professional development calendar and agenda. This study illustrates common themes that may affect the effectiveness of professional development in 21st century learning skills and STEM integration for math and science teachers and will contribute to future research for professional development delivery models in these areas.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Influence of globalization, school leadership, and students’ participation in science competitions on 21st-century skill development, instructional practices, and female students’ interest in sci...

PDF

Developing 21st century skills through effective professional development: a study of Jamestown Polytechnic Charter School Organization

PDF

The influence of globalization, economics, and educational policy on the development of 21st century learning and education in the sciences, technology, engineering, and mathematics in schools of...

PDF

Strategies California superintendents use to implement 21st century skills programs

PDF

The role of district leadership and the implementation of 21st century skills through professional development

PDF

Impact of leadership on professional development programs on districts' and schools' implementation of 21st century skills

PDF

The influence of globalization on the Irish educational system in science, technology, engineering, and mathematics and development of 21st-century skills in secondary schools

PDF

The effects of math anxiety and low self-efficacy on students’ attitudes and interest in STEM

PDF

A case study of 21st century skills programs and practices

PDF

The influence of leadership on the development of 21st century skills throughout Irish schools

PDF

The influence of globalization and educational policy on the development of 21st-century skills through implementation of science, technology, engineering, and mathematics (STEM) education and in...

PDF

Globalization, economic development, and educational policies have given rise to the development of 21st century skills and STEM education in the Costa Rican school system

PDF

Building 21st century skills for school-age children in Colombia: lessons from a promising practice

PDF

A study of California public school district superintendents and their implementation of 21st century skills

PDF

The impact of globalization, economics and educational policy on the development of 21st century skills and STEM education in Costa Rica

PDF

Creating a comprehensive professional development program for MBA students: a needs analysis

PDF

The role of globalization; science, technology, engineering, and math education; project-based learning; and national science fair policy in creating 21st-century ready students in Costa Rica

PDF

The role of globalization, science, technology, engineering, and mathematics project‐based learning, and the national science and technology fair mandate in creating 21st‐century-ready students i...

PDF

Educator professional development for technology in the classroom: an evaluation study

PDF

The development of 21st century skills among incarcerated youth: a needs assessment of teachers

Asset Metadata

Creator Tawiah, Rochelle Athanesia James (author)

Core Title STEM integration: a case study of a 21st century skills professional development program for math and science teachers in an urban school

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 09/01/2015

Defense Date 07/17/2015

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 21st century skills,middle school,OAI-PMH Harvest,professional development,STEM

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Maddox, Anthony (committee chair), Carbone, Paula (committee member), Freking, Frederick (committee member)

Creator Email rocheljam3@yahoo.com,rochellj@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-174695

Unique identifier UC11274936

Identifier etd-TawiahRoch-3862.pdf (filename),usctheses-c40-174695 (legacy record id)

Legacy Identifier etd-TawiahRoch-3862.pdf

Dmrecord 174695

Document Type Dissertation

Format application/pdf (imt)

Rights Tawiah, Rochelle Athanesia James

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA