Improving Teachers' Instruction: An Evaluation of the Impact of Project EQuiPD--Summary Report

• Published in: SERVE Center at University of North Carolina at Greensboro
• Main Authors: Edmunds, Julie A, Arshavsky, Nina, Coyle, Victoria, Hutchins, Bryan C, Gicheva, Dora, Lewis, Karla, Williams, Melissa, Rosof, Laura, Henson, Bob
• Format: Report
• Language: English
• Published: SERVE Center at University of North Carolina at Greensboro 01.01.2022
• Subjects: Academic Achievement; Control Groups; Elementary School Teachers; Faculty Development; Inquiry; Instructional Effectiveness; Knowledge Level; Program Effectiveness; Program Evaluation; Secondary School Teachers; Skill Development; STEM Education; Systems Approach; Teacher Attendance; Teacher Education; Teacher Improvement; Teacher Persistence; Technology Uses in Education; Florida

Project EQuIPD--Engaging Quality Instruction through Professional Development--sought to establish and test for efficacy a professional development model to produce highly qualified teachers in STEM practices for all children, especially for students who are in traditionally underserved schools and districts within the State of Florida. The project did this by providing two years of intensive professional development that helped teachers use system thinking to infuse technology-based inquiry into their regular instructional practices. The project also prepared the teachers, using a train-the-trainer model, so that they could train other teachers and sustain the work moving forward. This brief provides a summary of key findings from the impact study of Project EQuIPD. If specific information on program implementation and on the impact study--including the methodology and detailed impact findings--can be found in the technical report, "Improving Teachers' Instruction: The Impact of Project EQuIPD. Final External Evaluation Report" (ED618488).