A Scale-Up Impact Study of the STeLLA (Science Teachers Learning From Lesson Analysis) Program

• In Event: Science Teacher Learning and Pedagogical Practices

Abstract

This study examines the scalability and impact of the Science Teachers Learning from Lesson Analysis (STeLLA) program, which aims to enhance science teaching aligned with the Next Generation Science Standards. Through a one-year cycle of professional learning communities, STeLLA focuses on student thinking and instructional coherence. The study involved fourth and fifth grade teachers across multiple cohorts in Tennessee and Kentucky, using a randomized trial design. Key findings indicate that STeLLA significantly improves teacher content knowledge, though its impact on student achievement was positive but not statistically significant. The study highlights the potential for scaling STeLLA with local leaders and hybrid delivery models, despite reduced effect sizes compared to expert-led implementations, suggesting a trade-off between cost and effectiveness at scale.

Authors

• Joseph Taylor, University of Colorado - Colorado Springs/AIR

• Christopher D. Wilson, Biological Sciences Curriculum Study

• Charlotte Chen, American Institutes for Research

• So Jung Park, American Institutes for Research

• Bo Zhu, American Institutes for Research

• Molly A.M. Stuhlsatz, BSCS Science Learning

• Melia E. Repko-Erwin, American Institutes for Research

• Dong Hoon Lee, American Institutes for Research

• Jesse D. Levin, American Institutes for Research

• Amy E. Trauth, American Institutes for Research