Strengthening the Research Base That Informs STEM Instructional Improvement Efforts
A Meta-Analysis
Bibliographic Data
| ID | 23354579 |
|---|---|
| Authors | Kathleen Lynch (0000-0001-8413-0969, Annenberg Institute at Brown University), Kathleen S Lynch (0000-0001-6344-7430, Annenberg Institute at Brown University), Heather Hill (0000-0001-5181-1573), Kathryn E Gonzalez, Cynthia Pollard (Harvard Graduate School of Education) |
| Year | 2019 |
| Volume | 41 |
| Issue | 3 |
| Pages | 260-293 |
| Publication date | 2019-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Evaluation and Policy Analysis (JOURNAL) |
| Journal identifiers | ISSN: 0162-3737 • E-ISSN: 1935-1062 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0162373719849044 |
| Language | EN |
| Citations received | 56 |
| References cited | 58 |
We present results from a meta-analysis of 95 experimental and quasi-experimental pre-K–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.
Identifying the characteristics of effective teacher professional development
When Effective teacher training falls short in the classroom
Out-of-field teaching and professional learning opportunities
Teacher Professional Development and Student Reasoning
Learn-Modify-Implement-Reflect
Tasks as mediators for advancing strategy flexibility in equation solving
Design and effectiveness of professional development programmes to support teachers in promoting students’ scientific inquiry competencies
The Effects of Early Childhood Science Educational Interventions on Children’s Science Achievement
Invalid estimates and biased means. A replication of a recent meta-analysis investigating the effect of teacher professional development on pupil outcomes
Supporting a state in developing a working theory of improvement for promoting equity in science education
Does Increased Choice over Learning Topic Improve the Effectiveness of Automated Feedback for Educators
Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research
The Impact of Online Video-Based Teacher Professional Development on Instructional Practices and Student Achievement in Biology
Teacher Professional Development and Student Mathematics Achievement
Designing Resilient STEM Trajectories
Does professional development for online instruction improve student course outcomes
Supporting teachers through curriculum-based professional learning
The impact of AI-enhanced interactive learning environments on EFL teachers’ computational thinking pedagogical knowledge
STEM education in academic achievement
Professional development of science teachers in Latin America
Professional Learning Partnerships as a Policy Mechanism for School Improvement
Effects of online teacher professional development on teacher-, classroom-, and student-level outcomes
Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts
Australian teachers’ views on how primary science education can be improved
Primary school mathematics leaders as brokers of professional learning
Effects of digital games on student motivation in mathematics
Supporting Professional Learning at Scale
Changing the “Micros” of Teaching through Collaborative Inquiry
A multimethod examination of hope and adolescent STEM career expectancies
Leveraging curricular and students' resources to instigate and sustain problematizing
Redesign or relabel? How a commercial curriculum and its implementation oversimplify key features of the NGSS
The student hat in professional development
The Impact of Summer Programs on Student Mathematics Achievement
Effective Teacher Professional Development
Professional development that improves STEM outcomes
Changes in teachers' beliefs
Early Impact of Teacher Leaders in a Networked Improvement Community on Middle School Mathematics Performance
Effectiveness of personnel and material implementation strategies
Science teachers’ implementation of science and engineering practices in different instructional settings
Evidence bases to inform school improvement plans
How and why do teachers’ participation in professional development and collaboration with colleagues differ across countries
Broadening the Pool of Precollege Engineering Teachers
Teachers’ Perceptions and Beliefs About STEAM Education
Supporting teachers to enact science talk in early elementary classrooms
Effects of multicultural professional development and English learner percentage on STEM teachers’ instructional quality
How effective is the professional development in which teachers typically participate? Quasi-experimental analyses of effects on student achievement based on TIMSS 2003–2019
Exploring effective teacher certificate requirements to benefit student achievement
Feasibility and Acceptability of an Active Playful Learning Intervention for Kindergarten Teachers Using Instructional Coaching
Using Implementation Fidelity to Aid in Interpreting Program Impacts
Navigating a Fractured Landscape
Unveiling effectiveness
STEM Faculty Professional Development
The Application of Behavioral Economics to Teacher Professional Development
Interpreting Effect Sizes of Education Interventions
Assessing Professional Development on Experimentation as a Method of Inquiry‐Based Science Teaching Framework and Principal Results
Equipping Educators for Equity Through Ethnic‐Racial Identity Curriculum
Systematic Reviews and Meta-Analysis
Learning Policy
Next Generation Science Standards
Estimating the Difference Between Published and Unpublished Effect Sizes
Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status
Professional Development for Science Teachers
Empirical Benchmarks for Interpreting Effect Sizes in Research
Teacher Preparation and Student Achievement
How Does Professional Development Improve Teaching?
Robust variance estimation with dependent effect sizes: practical considerations including a software tutorial in Stata and spss
Digital Games, Design, and Learning
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
Small-Sample Adjustments for Tests of Moderators and Model Fit Using Robust Variance Estimation in Meta-Regression
A Primer on Effective Professional Development
Trim and Fill
Bias in meta-analysis detected by a simple, graphical test
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
Handling Complex Meta-analytic Data Structures Using Robust Variance Estimates
Those Who Understand
The Use and Validity of Standardized Achievement Tests for Evaluating New Curricular Interventions in Mathematics and Science
Systemic school reform
Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development
Reform by the Book
Anatomy of an Evidence Base
Perspectives on Evidence-Based Research in Education—What Works? Issues in Synthesizing Educational Program Evaluations
Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics
Advancing Educational Policy by Advancing Research on Instruction
An Efficacy Trial of Research-Based Curriculum Materials With Curriculum-Based Professional Development
Impact of a Large-Scale Science Intervention Focused on English Language Learners
Improving Impact Studies of Teachers' Professional Development
Vote-counting methods in research synthesis
A Research Agenda for Online Teacher Professional Development
| Unique citing works | 56 |
|---|---|
| Citations per year | 8 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 56 |