Date of Award
Open Access Dissertation
Doctor of Philosophy in Public Policy
Muskie School of Public Service
Teaching Engineering Self-Efficacy Scale (TESS), student centered engineering tasks, career exploration, STEM professions, southern Maine school district
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.
Marquis, Stephen D., "Investigating the Influence of Professional Development on Teacher Perceptions of Engineering Self Efficacy" (2015). All Theses & Dissertations. 124.