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首页> 外文学位 >After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours?
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After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours?

机译：课余活动和活动理论：管理服务机构如何在课余时间帮助学校减少科学，技术，工程和数学（STEM）中少数民族和非少数民族学生之间的成就差距？

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摘要

The primary purpose of this study was to investigate how a management service organization can assist schools with reducing the achievement gap between minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours. Developing a strategic plan through creating a program that provides support services for the implementation of hands-on activities in STEM for children during the after-school hours was central to this purpose. This Project Demonstrating Excellence (PDE), a social action project, also presents historical and current after-school program developments in the nation. The study is quantitative and qualitative in nature. Surveys were utilized to quantitatively capture the opinions of participants in the social action project on three specific education related issues: (1) disparity in academic motivation of students to participate in after-school STEM enrichment programs; (2) whether teachers and school administrators saw a need for STEM after-school enrichment; and (3) developing STEM after-school programs that were centered on problem-solving and higher-order thinking skills to develop students' interest in STEM careers. The sample consisted of 50 participants comprised of students, teachers, and administrators. The focus groups and interviews provided the qualitative data for the study. The qualitative sample consisted of 14 participants comprised of students, parents and teachers, administrators, an education consultant, and a corporate sponsor.;The empirical data obtained from the study survey, focus groups, and interviews provided a comprehensive profile on the current views and future expectations of STEM after-school enrichment, student and school needs, and community partnerships with STEM companies. Results of the study and review of the implementation of the social action project, C-STEM (communication, science, technology, engineering, and mathematics) Teacher and Student Support Services, Inc., revealed the need and focus for STEM after-school enrichment programs in Houston, Texas. This result, along with requirements of STEM Research and Special Programs Administrations and a multiyear and multilevel strategic plan inspired by this study, led to the conceptualization, development, and implementation of C-STEM Teacher and Student Support Services, Inc. at multiple schools in Houston, Texas. The purpose of C-STEM Teacher and Student Support Services, Inc. is to provide hands-on support services that encourage schools, organizations and families to improve academic achievement and socioemotional development through project-based learning in communication, science, technology, engineering, and mathematics (CSTEM) in grades 4-12.
机译：这项研究的主要目的是研究管理服务机构如何协助学校减少课余时间在科学，技术，工程和数学（STEM）中少数民族和非少数民族学生之间的成就差距。通过创建一个计划来制定战略计划，该计划为课后儿童在STEM中为儿童实施动手实践活动提供支持服务。这个展示卓越（PDE）的项目是一项社会行动项目，还介绍了美国历史和当前课余项目的发展情况。该研究本质上是定量的和定性的。通过调查，定量地收集了社会行动项目参与者对三个与教育相关的具体问题的意见：（1）学生参加课后STEM强化课程的学习动机方面存在差异； （2）老师和学校管理者是否认为有必要在课后充实STEM； （3）开发以解决问题和高阶思维技能为中心的STEM课余课程，以培养学生对STEM职业的兴趣。该样本包括50名参与者，包括学生，老师和管理人员。焦点小组和访谈为研究提供了定性数据。定性样本包括14名参与者，包括学生，父母和老师，行政人员，教育顾问和公司赞助商;从研究调查，焦点小组和访谈中获得的经验数据提供了对当前观点和观点的全面了解。 STEM课后充实的未来期望，学生和学校的需求以及与STEM公司的社区伙伴关系。社会行动项目C-STEM（传播，科学，技术，工程和数学）师生支持服务公司的研究和审查结果表明，STEM课余课外充实的必要性和重点德克萨斯州休斯顿市的课程。这一结果，加上STEM研究和特殊计划管理部门的要求以及受此研究启发的多年和多层次战略计划，导致了C-STEM师生支持服务公司在美国多个学校的概念化，发展和实施。休斯敦，德克萨斯州。 C-STEM师生支持服务公司的目的是提供动手支持服务，鼓励学校，组织和家庭通过基于项目的学习，交流，科学，技术，工程学，以及4-12年级的数学（CSTEM）。

著录项

  • 作者

    Flowers, Reagan D.;

  • 作者单位

    Union Institute and University.;

  • 授予单位 Union Institute and University.;
  • 学科 Education Teacher Training.;Education Curriculum and Instruction.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 136 p.
  • 总页数 136
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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