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A Preliminary Evaluation of Elementary School Teachers' Willingness to Gain Certification in Science or Mathematics in an Effort Towards Achieving School-wide STEM Certification (RTP, Strand 3)

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Tagged Division

K-12 & Pre-College Engineering

Page Count


Page Numbers

26.85.1 - 26.85.8



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Paper Authors


Stephanie C. Vereen University of Alabama

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Dr. Vereen is an Assistant Professor in the Department of Civil, Construction, and Environmental Engineering at the University of Alabama. Her research focus is on ensuring a sustainable and resilient workforce for engineering and skilled labor occupations.

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Allison D. Vereen North Douglas Elementary, Douglas County School System

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Ms. Vereen is an Instructional Lead Teacher at North Douglas Elementary located in Douglasville, Georgia. She is currently a doctoral candidate at Georgia Southern University pursuing an Ed.D. in Curriculum Studies.

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A Preliminary Evaluation of Elementary School Teachers Willingness to Gain Certification in Science or Mathematics in an Effort Towards Achieving School-wide STEM Certification (RTP, Strand 3)Teacher buy-in is critical to the success of achieving elementary school STEM certification inthe state of Georgia. The goal of the certification program is to provide educational opportunitiesin which students are prepared as 21st century learners. More than 75 percent of a school’s staffmust have a science or math endorsement or middle school science or math certification (bypassing the middle school GACE, Georgia Assessments for the Certification of Educators) or areworking on that endorsement/certification for a school to attain this status. The State of Georgiahas an initiative to increase the number of students prepared for and enrolled in STEM degreeprograms. This initiative developed in response to the critical need for science, technology,engineering, and mathematics (STEM) graduates to ensure the future success of its workforce. Inaddition, there is a necessity to develop the quantity and quality of Georgia’s P-12 science andmathematics teachers. This research focuses on evaluating early education teachers willingnessto receive STEM education training and also assisting them with introducing and implementingSTEM concepts to their students on a daily basis in their classrooms. A survey was developed toassess teachers’ current certifications, comfort level with math and science education, andwillingness to receive additional training, if necessary, in one Georgia elementary school.Preliminary survey results indicate that the majority of teachers were not adequately trained andhad a low level of interest and willingness to receive additional training. This research willpresent the final results of a school-wide survey as well as present an action plan for furtherteacher engagement and buy-in towards the achievement of STEM certification for the school.

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