STEM Education Reflection

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My work as an educator for over 25 years and having served in different capacities both at the school level and at the central office has shaped my core values and beliefs. According to Devi (n.a.), education is a means of self-realization, the attainment of truth, and an all-round development of individuals. As educators, we are tasked with the responsibility of providing best academic opportunities, developing social and emotional values, nurturing the growth and development, and helping children realize that they are worthy members of society. In addition, it is also important for educators to accept the diverse cultural and ethnic backgrounds, individual differences, learning styles, and multiple intelligences that the student body brings…show more content…
According to the Epic Blog (n.d.), "The United States will need approximately 1 million more STEM professionals than are projected to graduate over the next decade." Although the unemployment rate is declining, yet many jobs remain unfulfilled due to lack of educational background and experience of individuals in the STEM (Science, Technology, Engineering, Math). I hope my research in “Enhancing Teacher and Leadership Efficacy in STEM Education” will help address the challenge of preparing students for college and career at least in my school district, if not globally. The following core values as stated during the introductory course in ACE University have further shaped my beliefs and ethical considerations in the work I plan to pursue during the course of my research process. Excellence: Achieve excellence in teaching and learning through rigorous instruction, relevance to real-world applications, creativity, and…show more content…
Since my research clients will be schoolteachers and administrators, they may deem the actual research process as consequently affecting the evaluation of their performance. According to Brevik (2013), “ The challenge for a school leader is how to determine what a school 's obligation is in such a situation, as well as which consequences will produce "more overall good" than the alternative. Another challenge I anticipate is identifying participants for research. I will have to be cautious about coercion. Participants should not feel obligated or pressurized to participate in any research activity. If teachers perceive the power of relationships between themselves and their leader as uneven, and if they feel that they have to consent to what their school leader proposes, it might be problematic when the school leader grants participation in a project (Brevik, 2013). The bureaucracy at the school level may be another hindrance to the research process. Ryen (2011) and Homan (2001) point out that some people hold positions as gatekeepers where they are able to provide a researcher access to a group that is willing to consent in that particular context. Another challenge I anticipate is that of informed consent. Ensuring that all participants have received relevant information about the research process, and voluntarily consent to

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