Figure 7. Average Difference Scores in E ducators’ Attitudes Toward Leading STEM by Professional Development (n = 43), Northeast Florida Regional STEM2 Hub, 2022-2023
0.54
Comfortable
0.23
0.46
Interested
0.23
0.54
Confident
0.20
0.54
Capable
0.30
0.00
0.25
0.50
0.75
PD (n = 13)
No PD (n = 30)
Educators also self- assessed their ability to use teaching practices aligned with PEAR’s Dimensions of Success, a framework for assessing high-quality STEM learning experiences, on a 4- point scale from “Very Hard” to “Very Easy” (Shah et al., 2018). The two DoS-aligned practices with the highest ratings (i.e., teachers had the easiest time using these teaching practices) included “ ensuring activities are inclusive of students from all backgrounds ” and “ensuring all students actively participate in STEM activities.” Lastly, educators were asked to rate their perceptions of students’ confidence and skills at two time points: before their participation in the STEM course and at the time of the survey. Analyses revealed statistically significant positive change in educator perception of students’ confidence across all STEM domains, as well growth in students’ skills rel ated to STEM, computer science, and 21 st -century learning ( Figure 8 ).
Figure 8. Average Difference Scores in E ducators’ Perceptions of S tudents’ Confidence Levels and Skills (n = 44), Northeast Florida Regional STEM2 Hub, 2022-2023
Engineering* Technology* Science*
0.71
0.62
0.59
Critical Thinking* Computer Science* Math* Engineering* Technology* Science* Computer Science* Math*
0.54
0.63
0.64
0.57 0.57
0.63 0.63
0.68
Relationships with Peers* Relationships with Adults* Perseverance*
0.79
0.63
0.59
0.00
0.25
0.50
0.75
1.00
8
© 2023 - Partnerships in Education and Resilience (PEAR )
Made with FlippingBook flipbook maker