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dc.contributor.advisorMessner, Phillip E. (Phillip Eugene), 1941-eng
dc.contributor.authorCarter, Sallyeng
dc.date.issued2012eng
dc.date.submitted2012 Summereng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 26, 2012).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Phillip Messnereng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2012.eng
dc.description"July 2012"eng
dc.description.abstractThe purpose of this study was to determine the impact and utilization of a STEM enrichment program (hereafter referred to as The Program). The Program consisted of two parts. First an educator resource center provided free educational materials throughout The Program's home state. The second part of The Program was a network of education specialists who provided professional development for teachers and modeled lessons in classrooms with students. The problem addressed by this study was a lack of knowledge regarding the impact of The Program on key stakeholders. The Program's director requested a utilization-focused Program evaluation to answer thirteen questions. His questions covered Program impact for five areas: overall impact on teachers, overall impact on students, overall impact of materials, overall impact of Program personnel, and overall impact on STEM education. A mixed-methods case study was designed to gather data. Quantitative data included Program archival data regarding the number of contacts for various groups of stakeholders and a survey distributed to teachers who had used The Program's services on at least one occasion. Qualitative data included written comments gathered from the teacher surveys, seven teacher focus groups, and four Program personnel interviews. Data found an overall positive Program impact in all areas. Both quantitative and qualitative data showed favorable perceptions by teachers and Program personnel. It is now known if data from this case study can be generalized to other STEM enrichment programs. Future research might include if The Program's model could be used to generate new STEM enrichment programs.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentix, 121 pageseng
dc.identifier.oclc872568825eng
dc.identifier.urihttps://doi.org/10.32469/10355/15866eng
dc.identifier.urihttps://hdl.handle.net/10355/15866
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subjectelementary educationeng
dc.subjectcommunities of practiceeng
dc.subjectprogram impacteng
dc.subjectprogram stakeholderseng
dc.titleUtilization-focused evaluation of a STEM enrichment programeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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