Next Article in Journal
Using the Visible Learning Research to Influence Collaborative Leadership
Previous Article in Journal
The Pedagogical Leadership of the Mathematics Faculty: A Systematic Review
Article Menu

Export Article

Open AccessArticle

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

1
Department of Curriculum and Instruction, Texas Tech University, Lubbock, TX 79409, USA
2
Independent Researcher, San Luis Obispo, CA 93401, USA
*
Author to whom correspondence should be addressed.
Educ. Sci. 2018, 8(4), 218; https://doi.org/10.3390/educsci8040218
Received: 26 October 2018 / Revised: 9 December 2018 / Accepted: 10 December 2018 / Published: 14 December 2018
  |  
PDF [777 KB, uploaded 14 December 2018]
  |  

Abstract

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
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

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

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top