Porter, T., & West, M. E., & Kajfez, R. L., & Malone, K. L., & Irving, K. E. (2018, June), The Effect of Teachers' Professional Development on Implementing Engineering in Elementary Schools (RTP)  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31088

\bibitem{asee_peer_31088}
  Porter, T., \& West, M. E., \& Kajfez, R. L., \& Malone, K. L., \& Irving, K. E. (2018, June), \emph{The Effect of Teachers' Professional Development on Implementing Engineering in Elementary Schools (RTP)}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--31088

Teresa Porter, Meg E. West, Rachel Louis Kajfez, Kathy Lea Malone, and Karen E. Irving.  "The Effect of Teachers' Professional Development on Implementing Engineering in Elementary Schools (RTP)".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/31088 Internet.  13 May, 2025

\bibitem{asee_peer_31088}
  Teresa Porter, Meg E. West, Rachel Louis Kajfez, Kathy Lea Malone, and Karen E. Irving.
  "The Effect of Teachers' Professional Development on Implementing Engineering in Elementary Schools (RTP)".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/31088 Internet.  13 May, 2025

@INPROCEEDINGS{asee_peer_31088
author = "Teresa Porter, Meg E. West, Rachel Louis Kajfez, Kathy Lea Malone, and Karen E. Irving"
title = "The Effect of Teachers' Professional Development on Implementing Engineering in Elementary Schools (RTP)"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/31088}
number = {10.18260/1-2--31088}
}

TY  - CPAPER
AB  - Increased attention on the implementation of engineering education into elementary school classrooms aims to start preparing students early for potential engineering careers. In order to efficiently and effectively add engineering concepts to the curriculum, appropriate development and facilitation of engineering design challenges is required. Therefore, professional development programs are necessary to educate teachers about engineering and how to adequately teach it. This paper explores the effects of an engineering professional development program for practicing teachers. The program included training elementary teachers about how to implement units from Engineering is Elementary (EiE) by the Science Museum of Boston into their classes. Semi-structured focus group interviews were conducted, both prior to and following the implementation of the EiE units over an academic year. The interviews were transcribed and coded using open-coding, resulting in the development of a codebook. The codes were further analyzed until salient themes emerged that can be used to improve the training and better understand how teachers integrate engineering into their classrooms. The results show that many teachers need training to learn about engineering practices, as well as pedagogical guidance on how to incorporate engineering concepts into their lessons. However, not surprisingly, limited resources such as time, money, materials, and knowledge, restrict efficient curricula implementation. We believe these findings reemphasize the need for STEM professional-development programs to educate K-12 teachers about engineering and will be useful to others interested in integrating engineering into K-12 curricula.
AU  - Teresa Porter
AU  - Meg E. West
AU  - Rachel Louis Kajfez
AU  - Kathy Lea Malone
AU  - Karen E. Irving
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - The Effect of Teachers' Professional Development on Implementing Engineering in Elementary Schools (RTP)
UR  - https://peer.asee.org/31088
DO  - 10.18260/1-2--31088
ER  -