Impact of sustained professional development in STEM on outcome measures in a diverse urban district
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© 2016 Taylor & Francis. Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities, and student achievement. Qualitative and quantitative data were collected. The students who experienced the greatest fidelity of implementation exhibited the greatest gains (d = 1.41-2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains (d = -0.16 to -0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning.
author list (cited authors)
Capraro, R. M., Capraro, M. M., Scheurich, J. J., Jones, M., Morgan, J., Huggins, K. S., ... Han, S.