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Gonzalez, K., Lynch, K., & Hill, H. C. (2022). A Meta-Analysis of the Experimental Evidence Linking STEM Classroom Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement.
Gonzalez, Kathryn, Kathleen Lynch, and Heather C. Hill. "A Meta-Analysis of the Experimental Evidence Linking STEM Classroom Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement." (2022): 22-515.
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K Gonzalez, K Lynch, HC Hill - 2022 - edworkingpapers.com

A Meta-Analysis of the Experimental Evidence Linking STEM Classroom Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement.

Stem education interventions

Hill, Lynch

GSID: LZNwtKDfelAJ

Excerpt

Despite growing evidence that classroom interventions in science, technology, engineering, and mathematics (STEM) can increase student achievement, there is little evidence regarding how these interventions affect teachers themselves and whether these changes predict student learning. We present results from a meta-analysis of 37 experimental studies of preK-12 STEM professional learning and curricular interventions, seeking to understand how STEM classroom interventions affect teacher knowledge and classroom instruction, and …

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