Mitchell, Anza Laquetta2024-11-202024-11-202024-11-19vt_gsexam:41758https://hdl.handle.net/10919/123636In the United States, there has been a growing focus on using science, technology, engineering, and mathematics to increase global competitiveness. Despite increased attention to these subjects and funding through the years, American students still fall behind students in other countries in math and science achievement. STEAM (science, technology, engineering, arts, and mathematics) education has been proposed as a reform effort to address this problem. Designed to prepare students for the interdisciplinary demands of the 21st-century workforce, STEAM education aims to incorporate art and design principles into science, technology, engineering, and mathematics subjects to foster creativity, critical thinking, and innovation. This study examines the experiences of high school teachers as they implement STEAM. Despite the potential benefits of STEAM to learning and STEM career interest, little is known about the teachers who are an integral part of its implementation. This study aims to fill this gap by examining how high school teachers' backgrounds and social interactions influence their understanding and implementation of STEAM curricula, the roles high school teachers play in developing and modifying said curricula, and the challenges high school teachers face when implementing it. This research was guided by a conceptual framework built upon three theories: social constructivism, teachers as curriculum makers, and barriers to technology integration. Social constructivism emphasizes the importance of social interactions and cultural context in shaping teachers' understanding of STEAM education. Teachers as curriculum makers highlights the active role teachers play in designing and adapting curricula to meet the needs of their students and educational environments. Barriers to technology integration provides a lens for understanding the challenges teachers face in implementing STEAM curricula. Using qualitative methods, including semi-structured interviews and thematic analysis, this exploratory study examined high school teachers' experiences implementing STEAM curricula. The findings reveal that high school teachers often lack formal STEAM pedagogical training, leading them to rely on prior content knowledge, informal learning experiences, and collaborative planning with colleagues to make decisions about implementation. Teachers face significant challenges in implementing STEAM, including a lack of funding, insufficient support from administrators, and difficulties with school timetabling. Despite these challenges, teachers hold positive attitudes toward STEAM and believe in its benefits for student career preparation, skill-building, and exposure to various subjects. The implications of this study highlight the need for targeted professional development programs that address the specific needs of high school teachers, emphasizing both content knowledge and interdisciplinary pedagogical strategies. They also highlight the importance of creating flexible and adaptable STEAM curricula that allow for teacher autonomy and creativity. Furthermore, the findings suggest that schools and districts should prioritize STEAM education by providing adequate funding, resources, and support structures to ensure its successful implementation in high schools. This research contributes to the growing body of literature on STEAM education by providing a detailed exploration of the experiences and challenges faced by high school teachers. It concludes with practical recommendations for educators, policymakers, and curriculum developers to support the effective implementation of STEAM education, aiming to prepare students with the skills and knowledge necessary for success in the 21st century.ETDenIn CopyrightSTEAM EducationDissertation