Date

4-26-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Holly Eimer

Keywords

STEM, SMART goals, Rural Education

Disciplines

Education

Comments

Curriculum and Instruction Program

Abstract

The purpose of the transcendental phenomenological study was to describe the lived experience of educators setting pre-STEMs SMART goals and implementation at the elementary classroom level in rural North Texas districts. The pre-STEM areas are important to develop and intervene early as they are foundational building blocks later to STEM education and professional opportunities for the rural population. The study's central research question was: What are the experiences of elementary educators in planning STEM SMART goals? The theory guiding the study is Locke's goal-setting theory (1968), based on his five tenets. The tenets of Locke's theory were used to guide educators through the goal-writing process in the areas of clarity, challenge, commitment, feedback, and complexity. The purpose of goal planning is to connect learning, planning, and progress working toward achievement. The 10 participants were a combination of third, fourth, and fifth-grade educators who are instructing in the areas of math, science, or both content. The educators participate in individual interviews, focus groups, and questionnaires using written and audio-recorded transcripts by the researcher. Data collection was coded by themes such as challenges, successes, content area, and shared experiences. The participants shared their educational concerns regarding time, support, and student readiness as contributing factors to student success or hindrance in the elementary pre-STEM areas. Consideration of these perspectives may be used to focus on the growth, incorporation, expansion, and dedication to the core math and science curriculum, subject matter, and future research.

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