Integrated Interdisciplinary Teaming: STEM Learning in an Urban Middle School (Poster 6)

• In Event: Intersections Across STEM Learning Environments

Abstract

The transition to middle school occurs at a time when students may not be succesful in the new educational environment because of the mismatch between their needs and the school structure into which they transition. There is a critical need for schools to commit to pursue excellence through equity for all by addressing the developmental needs of students. Opportunity gaps in STEM learning begin by first grade and are persistant and long-term. This study examined using integrated interdisciplinary teaming in math and science to close STEM learning gaps in an urban, Title I middle school in which more than 80% students are from low income families and more than 60% are students of color.

Authors

• Marilyn Brick Taft, Weber State University

• Yongmei Ni, University of Utah