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Strengthening the Research Base that Informs STEM Instructional Improvement Efforts: A Meta-Analysis

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.

Keywords
Professional development, curriculum, mathematics, science, STEM
Education level

This EdWorkingPaper is published in:

Lynch, K., Hill, H., Gonzalez, K., & Pollard, C. (2019). Strengthening the Research Base that Informs STEM Instructional Improvement Efforts: A Meta-Analysis. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/0162373719849044

EdWorkingPaper suggested citation:

Lynch, Kathleen, Heather Hill, Kathryn Gonzalez, and Cynthia Pollard. (). Strengthening the Research Base that Informs STEM Instructional Improvement Efforts: A Meta-Analysis. (EdWorkingPaper: -9). Retrieved from Annenberg Institute at Brown University: http://edworkingpapers.com/ai19-9

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