Professional Development That Improves STEM Outcomes: A Meta-Analysis Attempts to Discover What Kinds of Teacher Learning Are Most Likely to Improve Students' Performance in STEM Disciplines

Autor/inn/en	Hill, Heather C.; Lynch, Kathleen; Gonzalez, Kathryn E.; Pollard, Cynthia
Titel	Professional Development That Improves STEM Outcomes: A Meta-Analysis Attempts to Discover What Kinds of Teacher Learning Are Most Likely to Improve Students' Performance in STEM Disciplines
Quelle	In: Phi Delta Kappan, 101 (2020) 5, S.50-56 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721720903829
Schlagwörter	STEM Education; Faculty Development; Knowledge Base for Teaching; Teaching Skills; Program Effectiveness; Academic Achievement; Curriculum; Pedagogical Content Knowledge; Meetings; Teacher Effectiveness; Teaching Methods; Technology Integration; Formative Evaluation; Online Courses; Summer Programs; Coaching (Performance) + Suchen Sie Ihr Suchwort? STEM; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Schulleistung; Curricula; Lehrplan; Rahmenplan; Pädagogische Kompetenz; Meeting; Tagung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Sommerkurs
Abstract	How should teachers spend their STEM-focused professional learning time? To answer this question, Heather Hill, Kathleen Lynch, Kathryn Gonzalez, and Cynthia Pollard analyzed a recent wave of rigorous new studies of STEM instructional improvement programs. They found that programs work best when focused on building knowledge teachers can use during instruction. This includes knowledge of the curriculum materials they will use, knowledge of content, and knowledge of how students learn that content. They argue that such learning opportunities improve teachers' professional knowledge and skill, potentially by supporting teachers in making more informed in-the-moment instructional decisions. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01