The Effect of STEM-Focused Teacher Preparation on Beginning Teachers' Mathematics and Science Instruction

• In Event: 66.033 - STEM in Teacher Preparation

Abstract

The purpose of this study is to understand the effect of a STEM-focused elementary teacher preparation program (TPP) on beginning teachers’ use of reform-based instructional practices in mathematics and science. After matching graduates of the STEM-focused TPP to graduates of other programs in the same state, a series of hierarchical linear models was fit to test the effect of the STEM-focused TPP on various instructional practices measured using daily instructional logs. After controlling for teacher and school variables, teachers who graduated from the STEM-focused TPP reported using more math talk and making more real-world connections during instruction.

Authors

• Stephen R. Porter, North Carolina State University

• Andrew McEachin, RAND Corporation

• Elizabeth Lynn Adams, Dallas Independent School District

• Temple A. Walkowiak, North Carolina State University