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

Robert M. Capraro, Mary Margaret Capraro, James Joseph Scheurich, Meredith Jones, Jim Morgan, Kristin Shawn Huggins, M. Sencer Corlu, Rayya Younes and Sunyoung Han

The Journal of Educational Research, 2016, vol. 109, issue 2, 181-196

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.

Date: 2016
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DOI: 10.1080/00220671.2014.936997

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