Theses and Dissertations

Date of Award


Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)


Abraham S. Fischler College of Education and School of Criminal Justice


Matthew Delaney

Committee Member

John Kellmayer


STEM education, STEAM education, program implementation, science education, technology education, limitations, professional development, access


This applied dissertation was designed to study elementary and middle school educational professionals’ responses focused on science, technology, engineering, arts, and mathematics STEAM-based professional training. The purpose of this mixed-method case study was to specifically focus on and further examine the attitudes of non-STEAMbased educators, following their training and implementation of STEAM best practices into their classrooms. The resulting data may be used to increase and improve the delivery of STEAM professional development to educators teaching non-STEAM subject areas. The delivery of increased professional development opportunities to non-STEAM educators may greatly increase student exposure to STEAM-based lessons.

A comprehensive literature review was conducted to examine the need for STEAM-based professional training and its impact on the attitudes of non-STEAM based educators. The relationship between non-STEAM based educators’ opinions towards STEAM-based professional development and their views on the impact it has on student achievement was also explored.

Observations and questionnaires containing both closed and open-ended questions were selected as data collection strategies. Those tools were utilized to collect data that represented the attitudes and responses of non-STEAM educators towards STEAM-based professional development. Multiple themes emerged that allowed for conclusions to be determined and compared to the literature.

The conclusions that were drawn from the research have provided the basis for recommendations to be made to school district administrators. The information provided may serve to improve STEAM-based professional development for all educators. School districts could reevaluate their professional development programs focused on STEAM and consider providing more access to all teachers. This may possibly result in a greater increase of students exposed to STEAM. Limitations of this research have been included.

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