(Click on the study to read a description of how the intervention involved STEM professional learning communities.)
The role of the facilitator in promoting meaningful discourse among professional learning communities of secondary mathematics and science teachers. (Carlson, Bowling, Moore, & Ortiz, 2007)
Documenting the emergence of “speaking with meaning” as a sociomathematical norm in professional learning community discourse. (Clark, Moore, & Carlson, 2008).
Partnership for reform in science and mathematics.
(Kettlewell, 2008)
Engaging higher education faculty in K-16 learning communities to improve teaching and learning in science and mathematics in the K-12 schools
(Monsaas, 2006)
The impact of early positive results on a mathematics and science partnership: The experience of the Institute for Chemistry Literacy Through Computational Science.
(Murray, Henry, & Hogrebe, 2009)
Meaningful collaboration in secondary mathematics and science teacher professional learning communities.
(Oehrtman, Carlson, Sutor, Agoune, & Stroud, 2009)
Math science partnership of Southwest Pennsylvania measuring progress towards goals.
(Pane, Williams, Olmsted, Yuan, & Spindler, 2009)
The impact of the lead teacher professional learning community within the Rice University Mathematics Leadership Institute.
(Sack & Kamau, 2009)
Oregon Mathematics Leadership Institute Project: Evaluation results on teacher content knowledge, implementation fidelity, and student achievement.
(Weaver & Dick, 2009)