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Strengthening the Research Base That Informs STEM Instructional Improvement Efforts: A Meta-Analysis
Peer reviewed
Direct linkLynch, Kathleen; Hill, Heather C.; Gonzalez, Kathryn E.; Pollard, Cynthia – Educational Evaluation and Policy Analysis, 2019
We present results from a meta-analysis of 95 experimental and quasi-experimental pre-K-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…
Descriptors: STEM Education, Elementary Secondary Education, Faculty Development, Curriculum
Download full textRobinson, Ann; Adelson, Jill L.; Kidd, Kristy A.; Cunningham, Christine M. – Gifted Child Quarterly, 2018
Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science…
Descriptors: Talent Development, Low Income Groups, Engineering Education, Quasiexperimental Design
Knowles, J. Geoff – ProQuest LLC, 2017
This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: (1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; (2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student…
Descriptors: Faculty Development, STEM Education, Self Efficacy, Outcomes of Education
