Impact of sustained professional development in STEM on outcome measures in a diverse urban district

dc.citation.epage196en_US
dc.citation.issueNumber2en_US
dc.citation.spage181en_US
dc.citation.volumeNumber109en_US
dc.contributor.authorCapraro, R. M.en_US
dc.contributor.authorCapraro, M. M.en_US
dc.contributor.authorScheurich, J. J.en_US
dc.contributor.authorJones, M.en_US
dc.contributor.authorMorgan, J.en_US
dc.contributor.authorHuggins, K. S.en_US
dc.contributor.authorCorlu, M. S.en_US
dc.contributor.authorYounes, R.en_US
dc.contributor.authorHan S.en_US
dc.date.accessioned2018-04-12T10:46:35Z
dc.date.available2018-04-12T10:46:35Z
dc.date.issued2016en_US
dc.departmentGraduate School of Educationen_US
dc.description.abstractSustained 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.doi10.1080/00220671.2014.936997en_US
dc.identifier.eissn1940-0675
dc.identifier.issn0022-0671
dc.identifier.urihttp://hdl.handle.net/11693/36636
dc.language.isoEnglishen_US
dc.publisherRoutledgeen_US
dc.relation.isversionofhttp://dx.doi.org/10.1080/00220671.2014.936997en_US
dc.source.titleThe Journal of Educational Researchen_US
dc.subjectHigh schoolen_US
dc.subjectMathematicsen_US
dc.subjectProfessional developmenten_US
dc.subjectProject-based learningen_US
dc.subjectScienceen_US
dc.subjectUrban schoolsen_US
dc.titleImpact of sustained professional development in STEM on outcome measures in a diverse urban districten_US
dc.typeArticleen_US

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