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

Kathleen Lynch,
Heather C. Hill,
Kathryn E. Gonzalez,
Cynthia Pollard

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
Post-secondary education
Topics
Teacher and Leader Development
Tags
Curriculum,
Professional development,
Instructional coaching
Download 03/2019
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: https://edworkingpapers.com/ai19-9

Machine-readable bibliographic record: RIS, BibTeX

Published Edworkingpaper:
(2019). Strengthening the Research Base that Informs STEM Instructional Improvement Efforts: A Meta-Analysishttps://doi.org/10.3102/0162373719849044