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A Proposed Conceptual Framework for K–12 STEM Master Teacher (STEMMaTe) Development

Department of Curriculum and Instruction, Texas Tech University, Lubbock, TX 79409, USA
Independent Researcher, San Luis Obispo, CA 93401, USA
Author to whom correspondence should be addressed.
Educ. Sci. 2018, 8(4), 218;
Received: 26 October 2018 / Revised: 9 December 2018 / Accepted: 10 December 2018 / Published: 14 December 2018
PDF [777 KB, uploaded 14 December 2018]


Recent reports from federal agencies and legislation call for explicit avenues to incorporate K–12 STEM master teacher voice into the policy space. National initiatives, federal legislation, and teacher recognition programs have sought to identify K–12 STEM master teachers and harness their potential. These efforts warrant a conceptual framework to quantify attributes of K–12 STEM master teachers, to foster pathways for the development of current and future leaders. Using a sample of 10 individuals from two extant programs of K–12 STEM master teachers (Albert Einstein Distinguished Educator Fellowship and Presidential Awards for Excellence in Mathematics and Science Teaching), data from their career trajectories (sourced from Curriculum Vitae) were sequenced to construct and confirm the STEM Master Teacher (STEMMaTe) conceptual framework. This framework may be used to guide programmatic development to increase national capacity for K–12 STEM master teachers. Recommendations are discussed for the creation of pathways to develop STEM master teachers and increase their participation in the broader education system. View Full-Text
Keywords: leadership development; situated learning theory; STEM education; teacher leadership leadership development; situated learning theory; STEM education; teacher leadership

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Hite, R.; Milbourne, J. A Proposed Conceptual Framework for K–12 STEM Master Teacher (STEMMaTe) Development. Educ. Sci. 2018, 8, 218.

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