Summary
Despite the increasing number of inclusive STEM schools, little is known about the cultural dimensions that influence STEM curriculum and instruction within these schools. This paper describes research conducted at three inclusive STEM schools, one each at the elementary, middle, and high school level. We explored similarities and differences in cultural dimensions across the schools with specific attention to how these differentially influence teachers' perceptions and enactment of STEM curriculum and instruction across the elementary, middle, and high school levels. Our cross-case analysis revealed structural aspects (school vision, community partnerships, course scheduling, and testing pressures) as well as professional orientations (i.e., instructional practices, interdisciplinary collaboration, and teacher content knowledge) that appear particularly important to student learning experiences at each grade level. Navigating these factors of STEM school culture requires teachers to not only be knowledgeable but also to draw on a professional orientation that encourages collaboration and risk-taking. We discuss implications for teacher education and STEM school development.

Relevance for Complex Systems Knowledge
- In this study, STEM training in general in inclusive schools is analysed for its effect on cultural dimensions, teacher development and professional orientation.
- The methodology is a across-case analysis which explored similarities and differences in cultural dimensions across the schools with specific attention to how these differentially influence teachers’ perceptions and enactment of STEM curriculum and instruction across the elementary, middle, and high school levels.
- The analysis revealed structural aspects (school vision, community partnerships, course scheduling, and testing pressures) as well as professional orientations (i.e., instructional practices, interdisciplinary collaboration, and teacher content knowledge) that appear particularly important to student learning experiences at each grade level.
- These factors of STEM school culture requires teachers to not only be knowledgeable but also to draw on a professional orientation that encourages collaboration and risk-taking.

A study is carried out at the cultural level in inclusive schools for middle and high school.

Point of Strength
Studying the influence of STEM education in culturally and vocationally inclusive schools

DOI
https://doi.org/10.1007/s10763-017-9875-6

Keywords
STEM education, STEM schools, Teacher education, School culture