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STEM Instruction Improvement Programs Improve Student Outcomes

How should teachers spend their STEM-focused professional learning time? To answer this question, we analyzed a recent wave of rigorous new studies of STEM instructional improvement programs. We found that programs work best when focused on building knowledge teachers can use during instruction: knowledge of the curriculum materials they will use, knowledge of content and how content can be represented for learners, and knowledge of how students learn that content. We argue that such learning opportunities improve teachers’ professional knowledge and skill, potentially by supporting teachers in making more informed in-the-moment instructional decisions.

Keywords
STEM, Student Outcomes, Instructional Programs
Education level
Document Object Identifier (DOI)
10.26300/77gd-1616

This EdWorkingPaper is published in:

Hill, H.C., Lynch, K., Gonzalez, K, & Pollard, C. (Forthcoming). STEM Instruction Improvement Programs Improve Student Outcomes. Phi Delta Kappan.

EdWorkingPaper suggested citation:

Hill, Heather, Kathleen Lynch, Kathryn Gonzalez, and Cynthia Pollard. (). STEM Instruction Improvement Programs Improve Student Outcomes. (EdWorkingPaper: -135). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/77gd-1616

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