Continuing professional development by middle and high school STEM teachers can benefit their students, Rice University researchers report in a published study.
The researchers tracked math teachers' progress over six years following participation in Rice's Applied Mathematics Program for inquiry-based instruction. The teachers' former students were more likely to major in STEM in college than their peers in other teachers' classes, the researchers found.
The teachers' Black female students were found to be 7.2% more likely to become STEM majors in college, versus 6% of Asian students, 6.6% of Black students overall, 5.2% of white students, and 4% of Hispanic students.
Rice Associate Research Professor Carolyn Nichol credits inquiry-based learning, which offers context for students that straightforward lectures frequently lack, with encouraging students' progress.
From Rice University
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