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

Author

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

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.

Suggested Citation

  • Robert M. Capraro & Mary Margaret Capraro & James Joseph Scheurich & Meredith Jones & Jim Morgan & Kristin Shawn Huggins & M. Sencer Corlu & Rayya Younes & Sunyoung Han, 2016. "Impact of sustained professional development in STEM on outcome measures in a diverse urban district," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(2), pages 181-196, March.
    • Handle: RePEc:taf:vjerxx:v:109:y:2016:i:2:p:181-196
    DOI: 10.1080/00220671.2014.936997
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    Cited by:

    1. Salbiah Mohamad Hasim & Roslinda Rosli & Lilia Halim & Mary Margaret Capraro & Robert M. Capraro, 2022. "STEM Professional Development Activities and Their Impact on Teacher Knowledge and Instructional Practices," Mathematics, MDPI, vol. 10(7), pages 1-20, March.

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