A Case Study of Coaching in STEM Professional Development

• In Event: Roundtable Session 1
  In Roundtable Session: Designing and Implementing STEM-Focused Professional Development

Abstract

Science and math teachers are being asked to integrate engineering and technology into their lessons, yet they are underprepared for this task. A unique science, technology, engineering, and math (STEM) professional development program that included coaching was studied using a descriptive case study research design including mixed methods of data collection and analysis. Important elements of the professional development included coaching, professional respect, and cyclical reflection and practice. There were teacher and coach outcomes related to inquiry instruction, increased understanding of engineering content, and improved attitudes towards engineering. Student engagement in teacher developed inquiry lessons was great than 90 percent. Implications for integration of coaching and engineering into science and math teacher professional development are discussed.

Authors

• Sue Ellen DeChenne, University of Nebraska - Lincoln

• Gwen Nugent, University of Nebraska - Lincoln

• Gina Michelle Kunz, University of Nebraska - Lincoln

• Linlin Luo, University of Nebraska - Lincoln

• Brandi Leigh Berry, University of Nebraska - Lincoln

• Katherine Craven, University of Nebraska - Lincoln

• April Riggs, University of Nebraska - Lincoln