A quantitative nonexperimental survey study was developed to investigate Northeast Tennessee K-8 educators’ perceptions of STEM education. This study was an examination of current perceptions of STEM education. Perceived need, current implementation practices, access to STEM resources, definition of STEM, and the current condition of STEM in Northeast Tennessee were also examined. The participating school districts are located in the Northeast Region of Tennessee: Bristol City Schools, Hamblen County Schools, Johnson City Schools, Johnson County Schools, Kingsport City Schools, Sullivan County Schools, and Washington County Schools. Educational professionals including both administrators and teachers in the elementary and/or middle school setting were surveyed. The closed and open form survey consisted of 20 research items grouped by 5 core research questions. Quantitative data were analyzed using single sample t tests. A 4 point Likert scale was used to measure responses with a 2.5 point of neutrality rating. The open-ended question was summarized and recorded for frequency. Research indicated that Northeast Tennessee K-8 educators perceive a need for STEM education to a significant extent. However, many do not feel prepared for implementation. Lack of professional development opportunities and STEM assets were reported as areas of need. Teachers reported implementation of inquiry-based, problem solving activities in their classrooms. The majority of participants reported that the current condition of STEM education in Northeast Tennessee is not meeting the needs of 21st century learners. Challenges facing STEM instruction include: funding designated for STEM is too low, professional development for STEM teacher is insufficient, and STEM Education in K-8 is lacking or inadequate.

Teknikämnet är i ständig förändring i och med den snabba teknikutvecklingen, medan klassrummets utseende i princip inte har förändrats sedan 1840-talet. Därför lär inte det traditionella klassrummet vara anpassat för teknikämnet och dess undervisning idag. Syftet har varit att undersöka, analysera och utforma förslag på hur teknikklassrum kan utformas. Vidare var syftet att utvärdera förslagen med utgångspunkt i perspektivet att klassrummet ska främja projektbaserad undervisning. För att uppnå syftet genomfördes en litteraturstudie samt datainsamling bestående av intervjuer och fokusgrupper med lärare och elever. En fenomenografisk analys utfördes på empirin för att finna uppfattningar om vad som är viktigt vid utformning av ett klassrum. Analysen visade att den fysiska inomhusmiljön, möblering, material i klassrummet, inspiration för elever samt vad som finns i närheten av klassrummet, är viktigt att ta hänsyn till vid utformning av teknikklassrummet. Flexibilitet verkade vara den enskilt viktigaste faktorn att ta hänsyn till vid klassrumsutformning, därför behöver flexibilitet genomsyra alla kategorier. De fysiska miljöfaktorer som lärare ansåg påverkar projektbaserad undervisning var material, ljudvolym, estetik och elevernas placering. När ett klassrum ska utformas för att främja projektbaserad undervisning behöver skolan ta hänsyn till vilka typer av projekt klassrummet ska möjliggöra eftersom olika projekt kräver olika fysiska miljöer. Fem klassrumsförslag för teknikämnet utformades främst med hjälp av den fenomenografiska analysen. En utvärdering av klassrumsförslagen gjordes och enligt respondenterna passar två av förslagen, eller en kombination av dem, bäst för projektbaserad undervisning. / Technology is a Swedish school subject that is in constant change because of the rapid rate of technology development, while the classroom appearance, in principle, has not changed since the 1840s. Hence, the traditional classroom might not be suited for the subject of technology and its teaching. The aim has been to investigate, analyze and design proposals on how a classroom for the technology subject can be designed. Furthermore, the aim was to evaluate the proposals based on the perspective that the classroom should promote projectbased teaching. To achieve the aim, literature studies and data collection was conducted consisting of interviews and focus groups with teachers and students. A phenomenological analysis was conducted to find perceptions of what is important when designing a classroom. The analysis showed that the physical indoor environment, furnishings and materials in the classroom, inspiration for students as well as what is in the vicinity of the classroom are important to be taken into consideration when designing a classroom for the technology subject. Flexibility seemed to be the single most important factor to take into account in classroom design, therefore, flexibility needs to permeate all categories. The physical environmental factors that teachers thought influenced project-based teaching were material, sound volume, aesthetics and students' placement. When a classroom is to be designed to promote project-based teaching, the school needs to take into account what kind of projects the classroom should enable because different projects require different physical environments. Five classroom proposals for the technology subject were designed primarily using the phenomenological analysis. An evaluation of the classroom proposals was made and according to the respondents, two of the proposals, or a combination of them, are best suited for project-based teaching.

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Certaines difficultés entourant la planification, l’organisation des informations ainsi que la gestion des ressources humaines ou matérielles seraient fréquemment observées chez les élèves qui ont de faibles résultats scolaires (Anderson et al., 2008). Toutefois, l’enseignement et la mise en pratique de stratégies cognitives et de stratégies d’autorégulation permettraient aux élèves de développer des habiletés leur permettant de mieux réussir à l’école (Anderson et al., 2008; Malmberg et al., 2013). Dans les écoles alternatives québécoises, la pédagogie par projet est vécue par tous les élèves (RÉPAQ, 2019). Le projet est une occasion privilégiée pour l’enseignant de mettre en place des moyens personnalisés pour que les élèves développent des stratégies afin de surmonter leurs difficultés. Sachant que certains élèves peuvent avoir de la difficulté à déployer des stratégies qui leur permettent d’autoréguler leur apprentissage, (Butler et Cartier, 2018; Cartier et Butler, 2016) la question qui guide la présente recherche est la suivante : Comment un élève ayant des difficultés entourant l’organisation et la gestion des ressources autorégule-t-il son apprentissage dans un projet tel que mis de l’avant dans une école publique alternative au Québec ? Pour notre étude de cas de type qualitatif, nous avons suivi une élève de neuf ans pendant qu’elle travaillait à un projet d’écriture dans une école alternative au Québec. Nous avons réalisé trois entretiens avec cette élève et avons aussi rencontré son enseignante et l’orthopédagogue qui mettent en place des moyens d’intervention et d’enseignement de l’écriture qui permettent à leur élève de progresser dans son projet. Afin de compléter notre analyse, nous avons consulté les documents de travail de l’élève et nous avons aussi analysé l’autoévaluation de son projet. Les résultats qui découlent de cette étude nous permettent de décrire comment l’élève arrive à atteindre ses objectifs pour son projet d’écriture en recevant du support et en utilisant des moyens mis en place pour elle en plus des outils qui sont à sa disposition. Nous expliquons comment l’élève qui a des difficultés à autoréguler des tâches et des ressources travaille pour surmonter les défis qu’elle rencontre pendant son projet d’écriture afin de satisfaire aux attentes de son enseignante qui souhaite la faire progresser dans sa compétence à écrire. / Difficulties in planning, organizing information, and managing human and material resources are frequently observed in students with low academic achievement (Anderson, Munk, Young, Conley, & Caldarella, 2008). Teaching and practicing cognitive and self-regulation strategies would enable students to develop skills that would allow them to do better in school (Anderson et al., 2008; Malmberg, Järvenoja, & Järvelä, 2013a). In Quebec alternative schools, project-based pedagogy is experienced by all students (RÉPAQ, 2019). The project is a privileged opportunity for the teacher to implement personalized means for students to develop strategies to overcome their difficulties. Knowing that some students may have difficulty deploying strategies that allow them to self-regulate their learning, (Butler & Cartier, 2018; Cartier & Butler, 2016) the question that guides this research is: How does a student with difficulties surrounding the organization and management of resources self-regulate his or her learning in a project as implemented in an alternative public school in Quebec? For our qualitative case study, we followed a nine-year-old student as she worked on a writing project in an alternative school in Quebec. We conducted three interviews with this student and also met with her teacher and the specialized teacher who are implementing writing interventions and instruction that enable their student to progress on her project. In order to complete our analysis, we also consulted the student's work documents and analyzed the self-evaluation of his project. The results of this study allow us to describe how the student achieves her goals for her writing project by receiving support and using the resources set up for her. We explain how the student who has difficulty self-regulating tasks and resources works to overcome the challenges she encounters during her writing project in order to meet the expectations of her teacher who wants to improve her writing skills.

<h2>Abstract</h2><p dir="ltr">Currently, only 22% of high school graduates meet the basic requirements for one or more college courses in mathematics, science, reading, or English signifying fewer students with the skills to enter careers in science, technology, engineering, and mathematics (STEM) (Smithsonian Science Education Center, 2015). In contrast, science and engineering employment in the United States has grown more rapidly than the overall workforce and now represents 5% of all jobs which is projected to increase to 8% by 2029 (Khan et al., 2020). The current statistics represent a future labor force entering the labor market without the skills needed to obtain a large portion of future occupations. To bridge this gap, the U.S. Federal government outlined a vision with three goals to provide Americans access to high-quality STEM education to increase the skills of the future workforce (National Science & Technology Council, 2018). The three goals include 1) building a strong foundation for STEM literacy; 2) increasing diversity, equity, and inclusion in STEM; 3) preparing the STEM workers for the future (National Science & Technology Council, 2018). As the economy and workforce develop in future years, students will require a high-quality STEM education to enter this growing workforce to meet the goals of the federal government and the needs of future occupations. Robotic platforms are diverse and have the ability to provide students with instant feedback, integrate multiple subjects during the design challenge, and support self-efficacy development through mastery events where students practice skills until they receive a favorable result. Robotics in a life-centered context could interest a diverse range of young adults into STEM career fields. This study implements robotic learning activies in an assistive technology context which centers around improving the lives of living organisms.</p>

This study sought to understand concerns and levels of use of a group of teachers in the process of developing a project-based learning (PBL) program, and the effect of a change facilitator on these processes. The research was guided by the following research questions: One, what are the concerns of teachers regarding the planning of a PBL curriculum? Two, what are the levels of use of teachers in the process of planning the PBL curriculum? Three, how does a change facilitator affect the process of change in the planning of a PBL curriculum? The population of this study consisted of seven subject area high school teachers and one district level administrative staff member. This study used the concerns-based adoption model (CBAM) to study the PBL innovation. CBAM is a conceptual framework that describes, explains, and predicts teachers' concerns and behaviors throughout the change process in education. In this study, the teachers progressed through the levels of use on a timeline at a rate that was much more rapid that what is typical for implementation of an innovation in an educational setting. This rapid progression was the function of the teacher population studied and the change facilitator that led the PBL curriculum design process. With the leadership of the change facilitator, the goals of the PBL curriculum innovation were realized, and the team created a PBL curriculum with multidisciplinary PBL products that could be implemented after the development phase.

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<p dir="ltr">Despite educators implementing bias-reducing strategies, accurately evaluating team members’ individual contributions remains a challenge. This study investigated the extent of bias in team member evaluations within a design thinking course. Self-, peer, and undergraduate teaching assistants (mentors) used the Comprehensive Assessment for Team Member Effectiveness (CATME) tool to rate team members based on their contributions to a capstone project.</p><p dir="ltr">To measure alignment between self-, peer, and mentor ratings, statistical analyses such as Kendall’s W Coefficient of Concordance and Spearman’s rank correlations were performed to assess interrater reliability. Other non-parametric tests were used to analyze the ratings’ correlations with grades and demographic data. The analyses revealed moderate alignment between peer and mentor ratings, which suggested that external perspectives were consistent and reliable measures of contributions. Self-ratings had weaker alignment with peer and mentor ratings, indicating a disconnect between students’ internal self-perception and how their teams and mentor saw them contribute. Although there were no statistically significant relationships between ratings and grades, a negative relationship between self-ratings and grades was found, which suggested that students who inflated self-evaluations performed slightly worse on assignments. Further analyses split by course section exposed how demographic factors influenced mentor ratings, illuminating hidden biases that were veiled in the pooled dataset.</p><p dir="ltr">The findings from this study highlight the importance of refining bias-reducing strategies. The objective was to enhance the fairness and accuracy of team member evaluations, thereby reducing frustration from unfair grading and improving the educational experience and outcomes for students engaged in collaborative projects.</p>