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Making the case to improve teachers’ STEM-integrated content knowledge: an analysis of teachers’ adaptive expertise and impacts on student classroom experiences

Crossref DOI link: https://doi.org/10.1186/s40594-026-00617-y

Published Online: 2026-05-08

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Yoon, Susan A

Shim, Jooeun

Cottone, Amanda

Miller, Katherine

Noushad, Noora
Funding

Funding for this research was provided by:

United States National Science Foundation (DRL #1812738)
License Information

Text and Data Mining valid from 2026-05-08

Version of Record valid from 2026-06-10
More Information

Article History

Received: 17 February 2025

Accepted: 21 April 2026

First Online: 8 May 2026

Declarations

:

: The study qualified for exemption and was approved by the University of Pennsylvania Institutional Review Board. Consent and assent froms were provided to teachers and parents/guardians of students as well as students that explained participation in the study was optional and opting out would not impact participation in the classroom.

: The authors declare that they have no competing interests.

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