# title
Viewing How STEM Project-Based Learning Influences Students' Science Achievement Through the Implementation Lens: A Latent Growth Modeling

# abstract
2016 by the author/s. Recent studies on professional development programs indicate these programs, when sustained, have a positive impact on student achievement; however, many of these studies have failed to use longitudinal data. The purpose of this study is to understand the how one particular instructional practice (STEM PBL) used consistently influence student achievement. Three urban high schools in the southwest U.S. were assigned to participate in a professional development program for STEM teachers. Data for 565 students from these schools were collected at grade 8, 10, and 11. According to instructional practice observation tool, School 1 had a high level of STEM PBL implementation, school 2 showed an average level of STEM PBL implementation, and school 3 had almost no STEM PBL implementation. Results indicated students' success for school 1 was significantly different than students' success for schools 2 and 3. Results also indicated no difference in student data for ethnicity in school 1.

# publicationVenue.label
Eurasia Journal of Mathematics, Science and Technology Education

# publicationOutlet
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION

# authors[].organizations[].label
Texas A&M Engineering Experiment Station (TEES)

# authors[].organizations[].label
Institute for Engineering Education and Innovation

# authors[].organizations[].label
Texas A&M Engineering Experiment Station (TEES)

# authors[].organizations[].label
College of Education and Human Development

# authorList[]
Erdogan, N., Navruz, B., Younes, R., & Capraro, R. M.