TY  - JOUR
AB  - 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.
AU  - Lynch, Kathleen
AU  - Hill, Heather
AU  - Gonzalez, Kathryn
AU  - Pollard, Cynthia
DA  - March 2019
PY  - 2019
ST  - Strengthening the Research Base that Informs STEM Instructional Improvement Efforts: A Meta-Analysis
T2  - EdWorkingPapers.com
TI  - Strengthening the Research Base that Informs STEM Instructional Improvement Efforts: A Meta-Analysis
UR  - http://www.edworkingpapers.com/ai19-9
ER  -