Most science curricular reform efforts are designed by administrators or science education experts. It is less common for teachers to work collaboratively across disciplines to create, implement, and disseminate an integrated STEM curriculum developed for noncollege‐bound students that ended up being popular across student populations at the school. The integrated Geometry in Construction curriculum was developed 12 years ago and has since been adopted by over 425 schools across the United States. This intrinsic case study describes the experiences and perceptions of two high school teachers (one in mathematics and one in industrial science/engineering) as they achieved agency to initiate a deep and sustained reform effort. Drawing on the theory of teacher agency, the factors motivating the teachers to enact their beliefs about students and teaching are described. As a result of increased professional agency (driven by professional discontentment, willingness to take risks, and encouragement by mentors), these two teachers (a) cogenerated integrated engineering‐math curriculum with one another and their students and (b) addressed the needs of their community for affordable housing.

中文翻译：

---

STEM老师机构：启动和实施课程改革的案例研究

大多数科学课程改革工作都是由管理员或科学教育专家设计的。教师跨学科协作以创建，实施和传播针对非学院系学生而开发的综合STEM课程的情况较少见，该课程最终在学校的学生群体中广受欢迎。建筑中的综合几何课程是12年前开发的，此后已被全美425多家学校采用。这份内在的案例研究描述了两位中学教师（一位数学老师和一位工业科学/工程老师）获得代理权以发起深刻而持续的改革努力时的经验和看法。借鉴教师代理理论，描述了激励教师树立对学生和教学的信念的因素。由于专业代理机构的增加（由专业人士的不满，冒险的意愿和导师的鼓励所驱动），这两位老师（a）与他们及其学生共同制作了综合工程数学课程，并且（b）满足了他们的社区提供经济适用房。