Teacher Autonomy and STEM Innovation in Rural Schools

Virtual Paper ID: 56620
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    Danae Peterson
    University of Nebraska–Lincoln
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    Amanda Thomas
    University of Nebraska–Lincoln

Abstract: In this in-progress study, researchers utilize the lens of ecological systems theory (Bronfenbrenner, 1977, 1989) to synthesize across existing studies and publicly available statistics, examining rural school, family, community, economic, and cultural factors that comprise the contexts in which students learn STEM. Preliminary findings indicate that increased teacher autonomy in rural schools may impact teachers’ opportunities and willingness to incorporate innovative STEM teaching and technologies in their classrooms.


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