The challenges teachers face effectively implementing science, technology, engineering, and mathematics (STEM) curricula: an evaluation study

2019-04-22The problem of practice for this evaluation study was teachers’ influence on effectively implementing science, technology, engineering, and mathematics (STEM) curricula. STEM research is driven by how teachers influence curricula implementation. Effective implementation is vital to STEM curricula implemented in classrooms across the United States. Therefore, the purpose of this evaluation study was to understand the challenges that teachers from Eastfield Public School District (EPSD, a pseudonym) and faculty from local colleges and universities face effectively implementing STEM curricula at Eastfield STEM Academy (ESA, a pseudonym). ESA is a non-profit organization based on the East Coast of the United States. The findings showed that ESA teachers understood STEM curricula, effectively implemented STEM curricula, know strategies for implementing STEM curricula, understood the challenges for effectively implementing STEM curricula, and are motivated by the outcomes of implementing STEM curricula. Also, ESA supports professional development. The most significant recommendation was for ESA teachers to develop and apply the best practices for effectively implementing ESA STEM curricula