None of these studies examined the unique effect of demonstration lessons
on teacher classroom practice, relative to other teacher leader support practices.
These studies echo several of the findings found in the NCTAF report, including evidence of the positive effects of STEM PLCs on deepening teacher knowledge of disciplinary content and pedagogy,
influencing teacher classroom practice, and inconclusive evidence on the impact of STEM PLCs on student achievement.
MDRC; New York, NY $ 180,000 over two years to investigate how
specific teacher classroom practices are predictive of child outcomes and how effective professional development supports are for teachers in preschool classrooms implementing the Building Blocks math curriculum in New York City as part of the Making Pre-K Count study.
Teacher classroom practices and student performance: How schools can make a difference.