Impact of sustained professional development in STEM on outcome measures in a diverse urban district
dc.citation.epage | 196 | en_US |
dc.citation.issueNumber | 2 | en_US |
dc.citation.spage | 181 | en_US |
dc.citation.volumeNumber | 109 | en_US |
dc.contributor.author | Capraro, R. M. | en_US |
dc.contributor.author | Capraro, M. M. | en_US |
dc.contributor.author | Scheurich, J. J. | en_US |
dc.contributor.author | Jones, M. | en_US |
dc.contributor.author | Morgan, J. | en_US |
dc.contributor.author | Huggins, K. S. | en_US |
dc.contributor.author | Corlu, M. S. | en_US |
dc.contributor.author | Younes, R. | en_US |
dc.contributor.author | Han S. | en_US |
dc.date.accessioned | 2018-04-12T10:46:35Z | |
dc.date.available | 2018-04-12T10:46:35Z | |
dc.date.issued | 2016 | en_US |
dc.department | Graduate School of Education | en_US |
dc.description.abstract | Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities, and student achievement. Qualitative and quantitative data were collected. The students who experienced the greatest fidelity of implementation exhibited the greatest gains (d = 1.41-2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains (d = -0.16 to -0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning. | en_US |
dc.identifier.doi | 10.1080/00220671.2014.936997 | en_US |
dc.identifier.eissn | 1940-0675 | |
dc.identifier.issn | 0022-0671 | |
dc.identifier.uri | http://hdl.handle.net/11693/36636 | |
dc.language.iso | English | en_US |
dc.publisher | Routledge | en_US |
dc.relation.isversionof | http://dx.doi.org/10.1080/00220671.2014.936997 | en_US |
dc.source.title | The Journal of Educational Research | en_US |
dc.subject | High school | en_US |
dc.subject | Mathematics | en_US |
dc.subject | Professional development | en_US |
dc.subject | Project-based learning | en_US |
dc.subject | Science | en_US |
dc.subject | Urban schools | en_US |
dc.title | Impact of sustained professional development in STEM on outcome measures in a diverse urban district | en_US |
dc.type | Article | en_US |
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