STEM teachers participating in learning teams deepen their mathematics and science content knowledge and feel more prepared to teach it¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? STEM teachers in learning teams understood the mathematics and science better and felt more prepared to teach them, including elementary teachers. → Kathleen Fulton & Ted Britton 2011
Evidence¶
Kathleen Fulton & Ted Britton 2011¶
Kathleen Fulton & Ted Britton. (2011). STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching. National Commission on Teaching and America's Future. http://www.nctaf.org/documents/STEMTeachersinProfessionalLearningCommunities.AKnowledgeSynthesis.pdf
q2 · i? · review · r2
Knowledge synthesis of empirical studies and expert advice on STEM PLCs. The synthesis reports teachers in learning teams "deepened their learning as well" and felt more prepared to teach mathematics and science, including elementary teachers.
"That is, they did not just talk about math and science content: they deepened their learning as well. Not surprisingly, teachers also indicated that they felt more prepared to teach mathematics and science."
Discussion¶
Related Claims¶
- Participation in mathematics PLC changed teachers' collaboration norms, understanding of mathematics and its teaching, and ability to design and carry out teaching — the general claim this finding bears on, with the studies behind it
- Participation in STEM PLCs positively impacts teachers' understanding of or preparedness to teach content and attitudes toward teaching methods — a broader claim this one bears on
- Students of teachers in STEM learning communities learn mathematics better, but published evidence covers only mathematics and remains emerging — related
- Student teachers who perceived their mentors modeled effective instruction and provided coaching, feedback, and job assistance felt better prepared, and domain-specific coaching was related to higher first-year REACH ratings — related
- Teachers reported feeling more familiar with and more prepared to teach the CCSS in 2016 than in 2015, with elementary and ELA-group teachers higher than high school and math-group teachers — related
- Published policy statements and expert advice universally recommend STEM PLCs, with cautions against superficial definition and implementation — related
- EAI modalities were associated with higher student motivation and changes in attitudes toward STEM knowledge areas — related
- Evidence on teacher attitude change as an outcome of team-based professional development in higher education is insufficient; only one study mentioned attitudes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
stem-plcs-deepen-teacher-content-knowledge |
title |
STEM teachers participating in learning teams deepen their mathematics and science content knowledge and feel more prepared to teach it |
description |
STEM teachers participating in learning teams deepen their mathematics and science content knowledge and feel more prepared to teach it |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kathleen-fulton-ted-britton-2011 |
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