Does STEM Teacher Professional Development Impact Student Achievement? The Effectiveness of a Statewide Initiative

• In Event: Poster Session 2
  In Poster Session: Science Teaching and Learning SIG Poster Session 2

Abstract

Teacher effectiveness has one of the most significant impacts on student learning, making an investment in effective teacher professional development of critical importance (Tucker and Stronge, 2005). Based on a state-wide STEM teacher professional development initiative, this mixed method study examined the effect of stand-alone, non-classroom professional development versus a combination of stand-alone professional development and embedded training with middle school teachers and students. Results showed that the teachers who received the job-embedded training with coaching exhibited an increase in content and showed a 56% increase in the implementation of instructional strategies in the classroom. Their students showed a statistically significant increase in learning when p ≤ 0.05, Eta squared =.762 which is consistent with a large effect size.

Authors

• RoseMary Henderson, Mobile County Public Schools

• Andrea M. Kent, University of South Alabama

• Andre M. Green, University of South Alabama