Qualitative
Coherent Implementation of Mathematics Instructional Materials: A Study of the Variations and Effects of District Supports for Implementation
This project is a four-year, longitudinal, mixed-methods study of 12 school districts’ implementation of elementary mathematics instructional materials. It investigates the relationships among the district level of coherence of implementation, the school level of support for implementation, the school level of use of materials, and the effects on student outcomes.
Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students
This project is developing a two-year, intensive professional development model to build middle-grades mathematics teachers’ knowledge and implementation of formative assessment. Using a combination of institutes, classroom practice, and ongoing support through professional learning communities and web-based resources, this model helps teachers internalize and integrate a comprehensive understanding of formative assessment into daily practice.
Supporting Staff Developers in the Implementation of Professional Development Programs to Improve Mathematics Education for Students with Disabilities
This project is (1) conducting a qualitative study on the way facilitators use Math for All (MFA), an NSF-supported set of professional development materials for teachers who teach elementary school students with disabilities; (2) developing resources based on that study for teacher leaders and other facilitators of professional development; and (3) conducting fieldtests of the resources to examine their usefulness and impact.
Science Learning: Integrating Design, Engineering and Robotics (SLIDER)
This project is developing and implementing a rigorous eighth grade physical science program that utilizes engineering design, LEGO™ robotics and mechanics, and a problem-based learning approach to teach mechanics, waves, and energy.
Investigating the Effect of Professional Development, Mathematical Knowledge for Teaching, and Instruction on Student Outcomes
To meet College and Career-Ready standards in mathematics, classroom instruction must change dramatically. As in past reform efforts, many look to professional development as a major force to propel this transformation, yet not enough is known about mathematics professional development programs that operate at scale in the United States. In this project, we evaluated one such program.
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