TY - JOUR
T1 - Conflicts in Developing an Elementary STEM Magnet School
AU - Sikma, Lynn
AU - Osborne, Margery
PY - 2014/1
Y1 - 2014/1
N2 - Elementary schools in the United States have been the terrain of a highly politicized push for improved reading and mathematics attainment, as well as calls for increased importance to be given to science, technology, engineering, and mathematics (STEM). With priorities placed on basic skills, however, instructional time in subjects such as science in the elementary years has been greatly diminished. We recount in this article the efforts of a school district to create an elementary STEM school through the designation of a magnet school and elaborate on the inherent tensions and conflicts in such an effort.
AB - Elementary schools in the United States have been the terrain of a highly politicized push for improved reading and mathematics attainment, as well as calls for increased importance to be given to science, technology, engineering, and mathematics (STEM). With priorities placed on basic skills, however, instructional time in subjects such as science in the elementary years has been greatly diminished. We recount in this article the efforts of a school district to create an elementary STEM school through the designation of a magnet school and elaborate on the inherent tensions and conflicts in such an effort.
UR - http://www.scopus.com/inward/record.url?scp=84892378277&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84892378277&partnerID=8YFLogxK
U2 - 10.1080/00405841.2014.862112
DO - 10.1080/00405841.2014.862112
M3 - Article
AN - SCOPUS:84892378277
SN - 0040-5841
VL - 53
SP - 4
EP - 10
JO - Theory Into Practice
JF - Theory Into Practice
IS - 1
ER -