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40
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Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
URL Address
<a href="http://doi.org/10.1111/ssm.12442" target="_blank" rel="noreferrer noopener">http://doi.org/10.1111/ssm.12442</a>
Rights
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
Pages
36-45
Issue
1
Volume
121
ISSN
366803
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Update Year & Number
February 2021 List
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Beyond an acronym, STEM is...": Perceptions of STEM.
Date
A point or period of time associated with an event in the lifecycle of the resource
2021
2021-01
Subject
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administrators; informal educators; STEM careers; STEM perceptions; STEM professionals; teacher education
Creator
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Navy SL;Kaya F;Boone B;Brewster C;Calvelage K;Ferdous T;Hood E;Sass L;Zimmerman M
Description
An account of the resource
Although STEM is at the forefront of many educational initiatives, little is known about various professionals' perceptions of STEM. This mixed‐methods study surveyed 164 preservice teachers, inservice teachers, administrators, informal educators, and STEM professionals. Quantitative and qualitative questions on the survey elicited participants' perceptions of STEM, STEM support, and STEM careers. Quantitative analysis revealed that profession influenced understandings of STEM, importance of STEM, support for STEM, and perceptions of STEM career opportunities. Qualitative analysis provided rich explanations for the differences in perceptions among professions. This study suggests that science teacher educators need to ensure preservice teachers have understandings of STEM and STEM careers, K‐16 educators need to emphasize the current importance of STEM, and administrators and policymakers need to align visions of STEM with curriculum and pacing guides so teachers feel supported in their STEM endeavors. [ABSTRACT FROM AUTHOR]
Identifier
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<a href="http://doi.org/10.1111/ssm.12442" target="_blank" rel="noreferrer noopener">10.1111/ssm.12442</a>
Format
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journalArticle
Publisher
An entity responsible for making the resource available
School Science & Mathematics
2021
administrators
Boone B
Brewster C
Calvelage K
February 2021 List
Ferdous T
Hood E
informal educators
journalArticle
Kaya F
Navy SL
Sass L
School Science & Mathematics
STEM careers
STEM perceptions
STEM professionals
teacher education
Zimmerman M