Capraro, R., Capraro, M., Scheurich, J., Jones, M., Morgan, J., Huggins, K., et al. (2016). Impact of sustained professional development in STEM PBL on outcome measures in a diverse urban district. Journal of Educational Research, 109(2), 1-16. This study focused on a three-year teacher professional development that offered sustained support for teachers enacting STEM education through project-based learning. The study took place in three urban high schools where researchers focused on teacher’s perceptions and experiences of implementing project-based learning. Sustained support was offered to teachers in three ways: 1. professional development offered 10 days every year for three years, 2. Development and enactment of professional learning communities, and 3. classroom observations of project-based learning implementation for teachers to reflect on. While the lessons varied between the three teachers, all were implemented through project-based learning and focused on student abilities in measuring and problem solving in STEM courses. Sample Size: 1,185 9th grade students, 943 10th grade students, 923 11th grade students, and 750 12th grade students. 3801 students total. Methods: Qualitative and Quantitative methods based on longitudinal data. Propensity score matching was used to compare two groups of students per school for each of the three schools. Focus groups and classroom observations were also conducted, and student achievement on high-stakes state tests was also used as an indicator of effectiveness. Year: 2009-2012 AYs Location: Independent school district located in Texas Findings: Findings suggest STEM teachers perceived multiple benefits from implementing project-based learning, as well as marked improvement of student achievement in the STEM classes after the first year of professional development. Teachers from all three schools reported major positive effects from implementing project-based learning, including an increase in student engagement, more meaningful work for students, utilizing a boarder set of student skills, students taking greater ownership of their learning, and improved teacher-student relationships. Keywords: Project-Based Learning, Urban, STEM Education, Student Engagement, High School, Professional Development, Longitudinal Data, Qualitative, Quantitative

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