Exploring teacher design team endeavors while creating an elementary-focused STEM-integrated curriculum.

ABSTRACT:

Background

This study presents two teacher design teams (TDTs) during a professional development experience centered on science, technology, engineering, and mathematics (STEM)-integrated curriculum development. The main activity of the study, curriculum design, was framed as a design problem in order to better understand how teachers engaged with the complexities of integrated curriculum development. Additionally, Remillard's, (Review of Educational Research 75:211-246, 2005) teacher-curriculum "participatory relationship" provided a framework for further exploring teacher actions during the design process. Utilizing a case study research design, participant curriculum design conversations were audio-recorded for 12 days during a summer professional development experience. Constru

SUBMITTER: McFadden JR 

PROVIDER: S-EPMC6310377 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature