Innovation Space: The Lived Experiences of Teachers at Two Specialized STEM Schools

• In Event: 35.081 - Roundtable Session 13
  In Roundtable Session: 35.081-7 - The Lived Experiences and Identities of Educators

Abstract

This paper reports the findings of a comparative case study that examined teachers lived experiences at two specialized STEM schools in a state recognized for its innovative STEM education policies. The study found a mismatch between the goals of STEM education policy and the realities faced by the teachers in the schools. It raised questions about what policy measures will be required for pubic school teachers to sustain a project-based and integrated STEM curriculum. It raised serious questions about the restrictions placed upon STEM schools and teachers in poor communities. It also raised hopes, indicating that teachers can find spaces for innovation amidst these constraints, particularly in courses and pathways that remain uncoupled from state testing policies.

Author

• Simon N. Jorgenson, The University of Vermont