What does this research mean for the field?

PreK-12 STEM teachers, even when experienced, require direct guidance and targeted support—particularly in identifying and contextualizing design problems—to successfully implement culturally responsive-sustaining engineering education. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To investigate the nature of instructional materials designed by preK–12 teachers participating in a graduate engineering course informed by culturally responsive-sustaining education.

August 30, 2026Journal of Pre-College Engineering Education Research (J-PEER)Open Access

How Planning for Engineering Instruction Supported Culturally Responsive-Sustaining Pedagogy for PreK–12 Teachers

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Authors

KNKristen V. NapolitanoRamapo College AGAmanda M. GunningRoyal Devon & Exeter NHS Foundation Trust MMMeghan E. MarreroMercy University

Discussion

Member takes

Overview

Descriptive case study reveals high academic rigor but limited critical reflection in PreK–12 teacher engineering plans, highlighting the need for targeted culturally responsive design support.

Key Points

To investigate the nature of instructional materials designed by preK–12 teachers participating in a graduate engineering course informed by culturally responsive-sustaining education.
Conducted a descriptive case study of 19 preK–12 teachers enrolled in a graduate-level Teaching Engineering course.
Analyzed qualitative data sources, including participant-created lesson plans, focus group interview transcripts, and course field notes.
Teacher-designed engineering lesson plans unanimously incorporated opportunities for academic rigor and student achievement.
Curricular designs exhibited emerging integration of cultural competence but showed limited opportunities for critical reflection and sociopolitical action without explicit pedagogical guidance.

Cite This Study

Napolitano et al. (2026) studied this question.

synapsesocial.com/papers/6a93f08e6c1a8fb52e79cd4f https://doi.org/10.7771/2157-9288.1460

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August 30, 2026Journal of Pre-College Engineering Education Research (J-PEER)Open Access

How Planning for Engineering Instruction Supported Culturally Responsive-Sustaining Pedagogy for PreK–12 Teachers

View Full Paper

Ask AI

Bookmark

Authors

KNKristen V. NapolitanoRamapo College AGAmanda M. GunningRoyal Devon & Exeter NHS Foundation Trust MMMeghan E. MarreroMercy University

Discussion

Member takes

Overview

Descriptive case study reveals high academic rigor but limited critical reflection in PreK–12 teacher engineering plans, highlighting the need for targeted culturally responsive design support.

Key Points

To investigate the nature of instructional materials designed by preK–12 teachers participating in a graduate engineering course informed by culturally responsive-sustaining education.
Conducted a descriptive case study of 19 preK–12 teachers enrolled in a graduate-level Teaching Engineering course.
Analyzed qualitative data sources, including participant-created lesson plans, focus group interview transcripts, and course field notes.
Teacher-designed engineering lesson plans unanimously incorporated opportunities for academic rigor and student achievement.
Curricular designs exhibited emerging integration of cultural competence but showed limited opportunities for critical reflection and sociopolitical action without explicit pedagogical guidance.

Cite This Study

Napolitano et al. (2026) studied this question.

synapsesocial.com/papers/6a93f08e6c1a8fb52e79cd4f https://doi.org/10.7771/2157-9288.1460

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