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dc.contributor.advisorMacDonald, Victoria-Mariaen_US
dc.contributor.authorMete, Ryan Jareden_US
dc.date.accessioned2010-07-03T05:31:43Z
dc.date.available2010-07-03T05:31:43Z
dc.date.issued2010en_US
dc.identifier.urihttp://hdl.handle.net/1903/10434
dc.description.abstractSTEM is an acronym that stands for Science, Technology, Engineering, and Math. STEM academies are theme-based curricula that have gained considerable attention on the national level. The intended outcome of a STEM curriculum is to raise career awareness and increase college and graduate level enrollment in science and engineering in order to ultimately restore the United States' position as a worldwide leader in technological innovation. In 2008, a group of middle school teachers in Maryland designed a STEM academy to address the achievement gap between African American and white students at their school. The founding teachers used a combination of thematic curriculum and structural redesign via a process called "looping" to create a school-within-a-school model that focused on average-performing and at-risk students. This study explores the process these teachers underwent to implement a differentiated STEM program to a diverse student body in an urban middle school.en_US
dc.titleCan STEM Initiatives Be Social Justice Oriented: An Analysis of Urban School Reform Via Smaller Learning Communitiesen_US
dc.typeThesisen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.subject.pqcontrolledEducation, Curriculum and Instructionen_US
dc.subject.pqcontrolledEducation, Generalen_US
dc.subject.pqcontrolledEducation, Technologyen_US
dc.subject.pquncontrolledAfrican Americanen_US
dc.subject.pquncontrolledloopingen_US
dc.subject.pquncontrolledminorityen_US
dc.subject.pquncontrolledSTEMen_US
dc.subject.pquncontrolledtrackingen_US
dc.subject.pquncontrolledurbanen_US


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