An Examination of Factors Contributing to Effective STEM Teaching Practices in Texas Middle-Grades Schools

• In Event: Explorations of STEM Education in Teacher Preparation and Teacher Experience

Abstract

As the second largest U.S. state, Texas has a high demand for a skilled STEM workforce, with an expected increase of over 100,000 workers by 2024 (Texas Workforce Investment Council, 2015). This mixed-methods study explored malleable teacher and school factors that explain variation in teacher self-reports of their use of effective STEM practices in middle grades schools in Texas. Statistically significant predictors were found in the areas of building teachers’ professional capacity and the provision of adequate time and/or funding. In addition, triangulation of quantitative and qualitative data showed that building teachers’ professional capacity through instructional preparedness, opportunities for collaboration, and building teacher motivation are key areas of focus for encouraging teacher use of reform-based instructional objectives and practices.

Authors

• Kim Boddie Wright, Texas A&M University - College Station

• Hersh C. Waxman, Texas A&M University - College Station