A Multilevel Analysis of Factors Contributing to Effective STEM Practices in the Middle Grades

• In Event: Investigations in the Context of STEM-Based Instruction

Abstract

The continued growth of a STEM-focused economy has resulted in an intensified focus on the development of K-12 students’ STEM competencies and, therefore, on the STEM-related knowledge and practices of K-12 STEM teachers. This study uses multilevel modeling to examine teaching practices related to the four aspects of middle grades (grades 5 – 8) students’ STEM pipeline experience (achievement, attitudes, access, and activities) are impacted by malleable school and classroom factors. Statistically significant school- and teacher-level predictors in all four areas of students’ STEM experiences suggest that building teachers’ professional capacity, coherent instructional guidance, leadership, and providing adequate time and funding are impactful areas of study for those seeking to examine STEM instructional reform in the middle grades.

Authors

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

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