Description
- Abstract:
- We present results from a meta-analysis of 95 experimental and quasi-experimental preK-12 science, technology, engineering, and mathematics (STEM) professional development and curriculum programs, seeking to understand what content, activities and formats relate to stronger student outcomes. Across rigorously conducted studies, we found an average weighted impact estimate of +0.21 standard deviations. Programs saw stronger outcomes when they helped teachers learn to use curriculum materials; focused on improving teachers' content knowledge, pedagogical content knowledge and/or understanding of how students learn; incorporated summer workshops; and included teacher meetings to troubleshoot and discuss classroom implementation. We discuss implications for policy and practice.
Access Conditions
- Use and Reproduction
- In Copyright
Citation
Kathleen Lynch, Heather Hill, Kathryn Gonzalez, et al.,
"Strengthening the Research Base that Informs STEM Instructional Improvement Efforts: A Meta-Analysis"
(2019).
EdWorkingPapers.com Archive.
Brown Digital Repository. Brown University Library.
https://repository.library.brown.edu/studio/item/bdr:956682/
Relations
Collection:
-
EdWorkingPapers.com Archive
The Annenberg Institute at Brown University has developed this national working paper series to provide public access to high-quality papers from multiple disciplines on a wide variety of topics related to education. EdWorkingPapers focuses particularly on research with strong implications …...