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dc.contributor.advisorGilles, Caroleng
dc.contributor.authorLang, Heather L.eng
dc.date.issued2013eng
dc.date.submitted2013 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on August 28, 2013).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. Carol Gilleseng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2013.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Curriculum and instruction.eng
dc.description"May 2013"eng
dc.description.abstractThe purpose of this qualitative case study was to gain a better understanding of how literacy is integrated within the context of STEM education (more specifically science and engineering) in a primary classroom through integration. Such a study is important due to the limited amount of research currently available that is specifically designed to look at integration and STEM education in elementary schools. The research was conducted in a first/second multigrade classroom in a Title I elementary school in the Midwest. Data for this study was collected over a three-month period through classroom observations, teacher interviews and planning sessions, informal student conversations, and student work samples. The findings from this research provide evidence that, through inquiry and integration, teachers can move students from viewing literacy skills as isolated strategies to daily practices of scientist and engineers. In addition, constant teacher reflection can lead to more purposeful planning and implementation of lessons. Finally, recommendations are provided for classroom teachers, teacher education programs, and future research, including: development of seamless integration practices, the necessity of providing teachers with in-class supports, and the need for continuing research of the impact of STEM education and integration at the elementary level.eng
dc.format.extentix, 185 pageseng
dc.identifier.oclc870873023eng
dc.identifier.urihttps://hdl.handle.net/10355/37789
dc.identifier.urihttps://doi.org/10.32469/10355/37789eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subjectelementary educationeng
dc.subjectSTEM educationeng
dc.subjectliteracy skillseng
dc.titleWhere is the L in STEM?: one teacher's integration experiences with literacy, science, and engineeringeng
dc.typeThesiseng
thesis.degree.disciplineCurriculum and instruction (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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