Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Ashley Gess
Abstract
While STEAM (science, technology, engineering, arts, and mathematics) education has traditionally been emphasized at the high school level, there is growing recognition of its importance in elementary education. This exploratory, action research multiple-case study identified the essential characteristics of two STEAM-focused elementary schools and how they are operationalized as well as the perceived needs of teachers and school leaders working within the schools. Within-case analyses and a cross-case synthesis revealed both common and distinct STEAM-focused curricular approaches, along with other commonalities such as enriching co-curricular offerings, connections to STEAM careers, professional development, teacher collaboration, visionary leadership, and networking with external organizations. Schools faced common barriers centered on limited professional development, the structure of teacher collaboration, financial constraints, access to quality STEAM resources, and the lack of a self-assessment monitoring system. Teachers reported needing clearer curricular guidance, structured support around the vision and day to day operations, and professional development. Leaders required support from their supervisor, with funding and resources, and with school stakeholders. Findings underscored the need for a universally accepted definition of what a STEAM-focused elementary school is, training on curricular approaches with an emphasis on the role of the arts, and sustainable funding approaches to support high-quality implementation.
Rights
© 2025, Christopher Abbaleo
Recommended Citation
Abbaleo, C.(2025). Essential Characteristics and Perceived Needs of Teachers and School Leaders of Steam-Focused Elementary Schools: An Exploratory Study. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8480