Date of Award

2015

Document Type

Open Access Dissertation

Degree Name

Doctor of Philosophy in Public Policy

Department

Muskie School of Public Service

First Advisor

Catherine Fallona

Second Advisor

Jean Whitney

Third Advisor

James Eickmann

Keywords

Teaching Engineering Self-Efficacy Scale (TESS), student centered engineering tasks, career exploration, STEM professions, southern Maine school district

Abstract

This mixed-methods study examines the influence of a professional-development intervention to support educators in the integration of engineering education at the elementary level. Particular consideration focused on the evolution of teachers' perceptions of engineering self-efficacy following engagement in professional development intended to support the introduction of engineering in selected grade-five classrooms.