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Editorial: Innovative Professional Development for STEM Workforce Development

, Education Development Center, Inc., United States

CITE Journal Volume 11, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA


Three papers in this special issue of Contemporary Issues in Technology and Teacher Education present examples of projects funded by the National Science Foundation’s (NSF) Innovative Technology for Students and Teachers (ITEST) program. More than 180 ITEST projects have been funded across the United States to provide students and teachers with formal and informal technology experiences and to increase awareness of, interest in, and readiness for science, technology, engineering and mathematics (STEM) careers.


Parker, C.E. (2011). Editorial: Innovative Professional Development for STEM Workforce Development. Contemporary Issues in Technology and Teacher Education, 11(1), 1-5. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 21, 2019 from .


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  1. Cochran, G., & Ferrari, T.M. (2009). Preparing youth for the 21st century knowledge economy: Youth programs and workforce preparation. Afterschool Matters(8), 11-25.
  2. Desimone, L.M., Porter, A.C., Garet, M.S., Yoon, K.S., & Birman, B.F. (2002). Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
  3. Falk, J.H. (2001). Free-choice science education: How we learn science outside of school. New York City: Teachers College Press.
  4. Falk, J.H., Randol, S., & Dierking, L. (2008). The informal science education landscape: A preliminary investigation. Retrieved from the Center for Advancement of Information Science Education website:
  5. Fenichel, M., & Schweingruber, H.A. (2010). Surrounded by science: Learning science in informal environments. Retrieved from The National Academies Press website:
  6. Friedman, L.N. (2005). Where is after-school headed and how do science learning opportunities fit into the after-school landscape. Retrieved from the Resources on Afterschool website:
  7. Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
  8. Guskey, T.R. (2003). Analyzing lists of the characteristics of effective professional development to promote visionary leadership. NASSP Bulletin, 87(637), 4.
  9. Knapp, L.G., Heuer, R.E., & Mason, M. (2008). Upward Bound and Upward Bound Math-Science Program outcomes for participants expected to graduate high school in 2004–06, with supportive data from 2005–06. Washington, D.C.: RTI International. Contemporary Issues in Technology and Teacher Education, 11(1), 1-5.
  10. Loucks-Horsley, S., Love, N., Stiles, K.E., Mundry, S., & Hewson, P.W. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, CA: Corwin Press.
  11. Murnane, R., & Levy, F. (2004, April). Preparing students to thrive in 21st century America: The role for afterschool. Paper presented at the Reimagining AfterSchool symposium, Cambridge, MA.
  12. Noam, G., Dahlgren, C., Larson, J., & Dorph, R. (2008, September). The lay of the land: Science learning in afterschool settings. Paper presented at the Science and Technology in Out-of-School Time Conference, Chicago, IL.
  13. Parker, C.E., Na'im, A., & Schamberg, M. (2010). ITEST Management Information System (MIS) 2009: Final report describing active ITEST projects. Retrieved from the ITEST Learning Resource Center website:
  14. Parker, C.E., Stylinski, C., Darrah, M., McAuliffe, C., Gupta, P., & Akbayin, B. (2010). Integrating innovative IT applications into STEM classrooms: A preliminary review of ITEST teacher professional development. Journal of Teaching and Technology Education, 18(2), 203-230.
  15. Penuel, W.R., Fishman, B.J., Yamaguchi, R., & Gallagher, L.P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-959.
  16. Stake, J.E., & Mares, K.R. (2005). Evaluating the impact of science-enrichment programs on adolescents’ science motivation and confidence: The splashdown effect. Journal of Research in Science Teaching, 42(4), 359-375.

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