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STEM pattern

STEM pattern

STEM School Transformation

STEM School Transformation in Catholic Schools

STEM School Transformation

Duration

September, 2013 - May, 2017

Research Team

Matt Kloser (Notre Dame), Matt Wilsey (Notre Dame), Dawn Hopkins (Notre Dame), Julie Dallavis (Notre Dame), Erin Lavin (Notre Dame), Mike Comuniello (Notre Dame)

Funder and Grant Size

Institute for Educational Initiatives Mini-Grant

Description

The formation of STEM-focused schools has been a priority for local school systems and state and national policymakers. Yet despite calls for 1,000 new STEM-focused schools within the next decade, little consensus exists on what defines a STEM-focused school and the process by which they come to be. As greater emphasis is placed on the formation of STEM-focused schools we, as a research field, must better understand the process by which STEM-focused schools develop and how such transformations impact student outcomes and teacher practices in order to improve their outcomes across different contexts.

Our research explores the emergence of a more contemporary phenomenon - the formation of STEM-focused Catholic schools.  Our research addresses the following research questions:

  1. What factors define a Catholic STEM-focused school?
  2. What are the critical components of a Catholic STEM-focused school?
  3. How does a STEM transformation impact the nature of schooling?

Attachments

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Publications associated with this project:

Kloser, M., Wilsey, M., Hopkins, D., Dallavis, J. W., Lavin, E., and Comuniello, M. (2017). Dual identities: Organizational negotiation in STEM-focused Catholic schools. Cultural Studies in Science Education, 1-31.