K-12 STEM Educators and the Inclusive Classroom

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dc.contributor.authorLi, Songzeen
dc.contributor.committeechairErnst, Jeremy V.en
dc.contributor.committeememberSingh, Kusumen
dc.contributor.committeememberWilliams, Thomas O.en
dc.contributor.committeememberDriscoll, Anne R.en
dc.contributor.departmentTeaching and Learningen
dc.date.accessioned2017-12-16T07:00:17Zen
dc.date.available2017-12-16T07:00:17Zen
dc.date.issued2016-06-23en
dc.description.abstractThe United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathematics (STEM) teachers to provide high-quality, accommodative service and equitable educational opportunities in an increasingly STEM-infused society. Professional development associated with teaching students with disabilities and LEP is critical to inform in-service STEM teachers with these students' learning needs and promote student success. Effective preparation and support help maintain teacher satisfaction and retention within the teaching profession. However, the levels and perceptions of STEM teacher participation in such professional development, and whether the service load and professional development regarding the concerned groups of students associated with teacher satisfaction and retention remain unclear. This dissertation addresses these issues through two research studies using secondary analysis of the 2011-2012 School and Staffing Survey Teacher Questionnaire (SASS TQ) national dataset. The first study focused on K-12 STEM educator participation and perceived utility regarding their professional development experience concerning students with disabilities and LEP. Quantitative analysis revealed an overall lower level of participation and perceived utility of such professional development for STEM educators compared to all other educators. The second study examined teacher satisfaction and intent to remain in teaching, as well as their relationships to teacher service load and professional development specific to students with disabilities and LEP. Results indicated that K-12 STEM educators were less likely to feel satisfied or intent on remaining in teaching, compared to the remainder of the teaching population. Logistic regressions showed that service load of students with LEP predicted teacher satisfaction and participation in professional development concerning students with disabilities associated with teacher intent to remain in STEM education, especially for science educators. These findings collectively suggested the necessity and demands of sufficient and useful professional development offerings regarding the two concerned groups of students in inclusive STEM education settings.en
dc.description.degreePh. D.en
dc.format.mediumETDen
dc.identifier.othervt_gsexam:8444en
dc.identifier.urihttp://hdl.handle.net/10919/81252en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectSTEM educationen
dc.subjectstudents with disabilities (SWD)en
dc.subjectLimited English Proficiency (LEP)en
dc.subjectteacher professional developmenten
dc.subjectteacher satisfaction and retentionen
dc.subjectSchool and Staffing Survey Teacher Questionnaire (SASS TQ)en
dc.subjectLogistic regressionen
dc.titleK-12 STEM Educators and the Inclusive Classroomen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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