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A Meta-Analysis of the Experimental Evidence Linking STEM Classroom Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement

Despite growing evidence that classroom interventions in science, technology, engineering, and mathematics (STEM) can increase student achievement, there is little evidence regarding how these interventions affect teachers themselves and whether these changes predict student learning. We present results from a meta-analysis of 37 experimental studies of preK-12 STEM professional learning and curricular interventions, seeking to understand how STEM classroom interventions affect teacher knowledge and classroom instruction, and how these impacts relate to intervention impacts on student achievement. Compared with control group teachers, teachers who participated in STEM classroom interventions experienced improvements in content and pedagogical content knowledge and classroom instruction, with a pooled average impact estimate of +0.56 standard deviations. Programs with larger impacts on teacher practice yielded larger effects on student achievement, on average. Findings highlight the positive effects of STEM instructional interventions on teachers, and shed light on potential teacher-level mechanisms via which these programs influence student learning.

Keywords
Professional development, curriculum, mathematics, science, STEM
Education level
Document Object Identifier (DOI)
10.26300/d9kc-4264

EdWorkingPaper suggested citation:

Gonzalez, Kathryn, Kathleen Lynch, and Heather C. Hill. (). A Meta-Analysis of the Experimental Evidence Linking STEM Classroom Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement. (EdWorkingPaper: 22-515). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/d9kc-4264

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