Impact of sustained professional development in STEM on outcome measures in a diverse urban district |
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| Authors: | Robert M Capraro James Joseph Scheurich Meredith Jones Jim Morgan Kristin Shawn Huggins |
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| Institution: | 1. Department of Teaching, Learning, and Culture, Texas A&2. M University, College Station, Texas, USA;3. Aggie STEM Center, Texas A&4. Department of Education, Indiana University - Purdue University Indianapolis, Indianapolis, Indiana, USA;5. Department of Engineering, Charles Sturt University, Bathurst, NSW, Australia;6. Department of Education, Washington State University, Vancouver, Washington, USA |
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| Abstract: | 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. |
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| Keywords: | High school mathematics professional development project-based learning science urban schools |
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