Date of Award
2015
Call Number
T65.3 .M34 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.
Recommended Citation
Marquis, Stephen D. PhD, "Investigating the Influence of Professional Development on Teacher Perceptions of Engineering Self Efficacy" (2015). All Student Scholarship. 124.
https://digitalcommons.usm.maine.edu/etd/124
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Engineering Commons
