When combined the description of the interconnections within
and among the areas of the theory of change and the visual
provided in Fig. 2, convey that the STEM Common Measurement
System is attempting to make sense of, prioritize, and measure a
complex network of variables of relevance to increasing the quality
of STEM education and obtaining college and career readiness for
all students. All interconnections are hypothetical at this point in
time, however, the completion of the conceptualization of the
STEM Common Measurement System allows for a step toward the
next phase of the development process toward empirically testing
the hypothesizes articulated above. In doing so, this study is
addressing the scarcity of ‘‘systematic research’’ that investigates
the connections between variables across complex school organizations
as noted by Thoonen, Sleegers, Oort, et al. (2011).
When combined the description of the interconnections withinand among the areas of the theory of change and the visualprovided in Fig. 2, convey that the STEM Common MeasurementSystem is attempting to make sense of, prioritize, and measure acomplex network of variables of relevance to increasing the qualityof STEM education and obtaining college and career readiness forall students. All interconnections are hypothetical at this point intime, however, the completion of the conceptualization of theSTEM Common Measurement System allows for a step toward thenext phase of the development process toward empirically testingthe hypothesizes articulated above. In doing so, this study isaddressing the scarcity of ‘‘systematic research’’ that investigatesthe connections between variables across complex school organizationsas noted by Thoonen, Sleegers, Oort, et al. (2011).
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