Partnerships in STEAM
How Collaborating with STEAM Experts Impacts K-12 Teachers’ Abilities to Implement STEAM Lessons in the Classroom
Bibliographic Data
| ID | 22043529 |
|---|---|
| Authors | Talia Capozzoli Kessler (0000-0002-8257-8150, Georgia Institute of Technology, corresponding author), Katherine L Boice (0000-0002-4962-969X, Georgia Institute of Technology), Jayma Koval (0000-0001-9622-4073, Georgia Institute of Technology), Justina R Jackson (Georgia Institute of Technology), Jasmine Choi (0000-0002-0117-4542, Georgia Institute of Technology), Meltem Alemdar (0000-0001-6669-2933, Georgia Institute of Technology), Sabrina Grossman (Georgia Institute of Technology), Keisha Simmons (Georgia Institute of Technology), Marion Usselman (0009-0006-1466-4969, Georgia Institute of Technology) |
| Year | 2024 |
| Volume | 14 |
| Issue | 6 |
| Pages | 666 |
| Publication date | 2024-06-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14060666 |
| OpenAlex | W4399862116 |
| Language | EN |
| Citations received | 2 |
| References cited | 15 |
K-12 teacher professional development in STEAM (Science, Technology, Engineering, Arts, and Mathematics) is often utilized to enhance teachers’ abilities to use STEAM pedagogical methods in the classroom. One such program is GoSTEAM, a five-year initiative centered on K-12 teacher professional development in STEAM. Teachers participating in GoSTEAM collaborate on the implementation of STEAM lessons and activities with an Innovator-in-Residence, who is an individual with experience in a STEAM field, often from a local community organization or university. This study analyzes focus group findings from teachers and school administrators to assess how the partnership with the Innovator-in-Residence impacts teachers’ professional development in STEAM. The findings suggest teachers and administrators perceived there to be several impacts on teachers’ professional development as a result of the partnership, such as the development of STEAM skills and making connections between STEAM, district standards, and real-world concepts. As such, the results of this study indicate that a teacher’s professional development in STEAM can be impacted by an ongoing partnership and collaboration with community partners and those experienced in STEAM fields
Knowledge management · Mathematics education · Pedagogy · Computer Science · Digital literacy in education · Educational Research and Pedagogy · Engineering · Psychology · Teacher Education and Leadership Studies
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |