STeLLA content-plus-pedagogy PD produced greater student science gains than content-only training¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students of teachers in the STeLLA program achieved greater science learning gains than students whose teachers received content training only, and STeLLA teachers retained their content learning while content-only teachers did not. → Darling-Hammond 2017

Evidence¶

Darling-Hammond 2017¶

Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-prof-dev. doi:10.54300/122.311

q3 · i? · review · r2

Comparison study by Roth et al. (2011) of STeLLA teachers versus teachers receiving only 44 hours of science content PD not connected to classroom contexts; gains measured by pre- and post-test science content exams. The report notes "STeLLA teachers outperformed the content-only teachers" on retention of content learning.

"Results of the study showed that teachers who participated in the STeLLA program had students who achieved greater learning gains than comparison students whose teachers received content training only, as determined by pre- and post-test science content exams."

Discussion¶

Related Claims¶

• Effective professional development is content focused, active, collaborative, modeled, coached, feedback-rich, and sustained over time — the general claim this finding bears on, with the studies behind it
• STeLLA® has potentially positive effects on science achievement, with a statistically significant effect size of 0.68 and an improvement index of +25 percentile points — possibly the same claim (merge candidate)
• An external implementation study rated the STeLLA® and comparison professional development programs similarly on provider effectiveness, pacing, engagement, and collaboration — related
• Classroom observations suggested increases in desired pedagogical practices after PD, but differences were not statistically significant — related
• The supporting evidence comes from a cluster randomized controlled trial in 77 Colorado elementary schools with low attrition, meeting WWC group design standards without reservations — related
• All 35 reviewed studies used models or modeling, and curriculum without PD support yielded worse outcomes than older curriculum with none — a broader claim this one bears on
• Collaboration appeared in 32 of 35 reviewed studies, and collaborative PD models showed student achievement gains — a broader claim this one bears on