Evaluating the Effectiveness of Teacher Preparation Academies Focused on Mathematics, Science, and Technology

• In Event: Poster Session 8
  In Poster Session: Teachers in Action: Lessons Learned From Compelling STEM Educational Practices

Abstract

The purpose of this mixed-methods study was to evaluate the effectiveness of 14 teacher preparation academies focused on mathematics, science, and technology located in a large state in the south central region in the US. We examined best practices for professional development and teacher preparation utilized by academies, as well as strengths and weaknesses. The results of the study revealed that academies demonstrated the following key strengths: (a) focus on strengthening content knowledge; (b) willingness for developing professionally committed teachers; and (c) providing funding for participants. Regarding weaknesses, the study revealed that none of the academies had fully implemented all seven goals. Findings also reveal that all academies only exhibited three of the five key features of effective professional development.

Authors

• Danielle Bairrington Brown, Texas A&M University

• Beverly L. Alford, Texas A&M University

• Jacqueline R. Stillisano, Texas A&M University - College Station

• Kayla Braziel Rollins, Texas A&M University

• Hersh C. Waxman, Texas A&M University