Peter Paprzycki|Nicole Tuttle|Charlene M. Czerniak|Scott C. Molitor|Joan Kadervaek|Robert C. Mendenhall
The impact of a <i>Framework</i> ?aligned science professional development program on literacy and mathematics achievement of K?3 students
University of Southern Mississippi|University of Toledo|University of Toledo|University of Toledo|University of Toledo|Cincinnati Public Schools
abstract study investigates effect framework aligned professional development program prek3 level nsf funded program integrated science literacy mathematics learning provided teacher professional development along materials programming parents encourage science investigations discourse around science home quasiexperimental study used threelevel hierarchical linear model compare renaissance star early literacy reading mathematics scores 2015 2016 k3 students treatment control classrooms large midwestern urban school district statistically significant results indicate average every year student program teacher adds 86 points students spring star early literacy score 170 points students star mathematics score 414 points students star reading score compared control students implications early elementary teacher education policy discussed 2017 wiley periodicals inc j res sci teach 5411741196 2017