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Teaching STEM after school: Correlates of instructional comfort

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  • Benjamin Cohen

Abstract

Science, technology, engineering and mathematics (STEM) education is a critical component of federal policymakers' agendas. Out-of-school time (OST) programs are designated as an important venue to teach STEM to K–12 students. Using a sample of OST direct staff in Pennsylvania (n = 133), the present analysis examines instructional methods used for STEM lessons and then explores the comfort level that staff have teaching STEM. About 20% or more of staff are not comfortable teaching STEM, depending on the subject. Multivariate analyses (Mann-Whitney tests) also show that staff with fewer STEM credentials, and who work in less-networked programs, or programs with less STEM instruction overall, are more likely to express discomfort teaching STEM. Policy and planning implications are discussed.

Suggested Citation

  • Benjamin Cohen, 2018. "Teaching STEM after school: Correlates of instructional comfort," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(2), pages 246-255, March.
    • Handle: RePEc:taf:vjerxx:v:111:y:2018:i:2:p:246-255
    DOI: 10.1080/00220671.2016.1253537
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    Cited by:

    1. Le Qin & Jie Lu & Ying Zhou & Tommy Tanu Wijaya & Yongxing Huang & Mohammad Fauziddin, 2022. "Reduction of Academic Burnout in Preservice Teachers: PLS-SEM Approach," Sustainability, MDPI, vol. 14(20), pages 1-24, October.

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