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Spatial development program for middle school: teacher perceptions of effectiveness

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dc.contributor.author Power, Jason Richard
dc.contributor.author Sorby, Sheryl A.
dc.date.accessioned 2020-07-21T08:03:51Z
dc.date.issued 2020
dc.identifier.issn 0957-7572
dc.identifier.uri http://hdl.handle.net/10344/9017
dc.description peer-reviewed en_US
dc.description The full text of this article will not be available in ULIR until the embargo expires on the 15/05/2021
dc.description.abstract International comparisons suggest that middle school American students compare poorly to their international peers in tasks that require spatial skills. This deficiency in spatial skills is more prominent in females and has been linked to a lack of developmental activities influenced by gender norms. These deficiencies are especially concerning as increased spatial skills have been repeatedly linked to success in technology and broader STEM learning environments. In females, increased spatial skills have also been linked to positive affective outcomes. Formalised approaches to spatial skill development in middle school are rare and their effectiveness is often limited due to a failure to incorporate the perspectives of practitioners when developing said programs. This paper analyses teacher perceptions of a program designed to address spatial skill development in middle school children. The analysis is based on data collected from the 13 teacher participants at the end of each the 9 modules within the initial program delivery. An outline of program development and examples of materials used are provided. Thematic analysis is used to examine teacher perceptions of program effectiveness and student affect. The findings highlight the impact of teacher perceptions on fidelity of implementation and the need for tailored professional development. Implications for further program development, teacher professional development opportunities and the role of the practitioner in curriculum development are discussed. en_US
dc.language.iso eng en_US
dc.publisher Springer en_US
dc.relation.ispartofseries International Journal of Technology and Design Education;
dc.relation.uri http://dx.doi.org/10.1007/s10798-020-09587-w
dc.rights The original publication is available at www.springerlink.com en_US
dc.subject Curriculum development en_US
dc.subject Spatial development en_US
dc.subject Spatial skills en_US
dc.subject STEM en_US
dc.title Spatial development program for middle school: teacher perceptions of effectiveness en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2020-07-03T15:47:19Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1007/s10798-020-09587-w
dc.contributor.sponsor Institute for Education Sciences en_US
dc.relation.projectid R305A150365 en_US
dc.date.embargoEndDate 2021-05-15
dc.embargo.terms 2021-05-15 en_US
dc.rights.accessrights info:eu-repo/semantics/embargoedAccess en_US
dc.internal.rssid 2956898
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle International Journal Of Technology And Design Education
dc.description.status peer-reviewed


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