Caroline Ebby


Citations of DRK-12 or Related Work (DRK-12 work is denoted by *): 
  • Ebby, C. B., Hulbert, E. T., and Fletcher, N. (2019). What can we learn from correct answers? Teaching Children Mathematics, 25(6), 346-353.*
  • Ebby, C. B., & Petit, M. (2018). Using learning trajectories to elicit, interpret and respond to student thinking. In E. A. Silver & V. L. Mills (Eds.), A Fresh Look at Formative Assessment in Mathematics Teaching (81-101).  Reston, VA; National Council of Teachers of Mathematics.*
  • Ebby, C. B., & Sirinides, P. M. (2015). Conceptualizing teachers’ capacity for learning trajectory-oriented formative assessment in mathematics. In J. A. Middleton, J. Cai, and H. Hwang (Eds.), Large-scale studies in mathematics education (159–176). New York: Springer.*
  • Ebby, C. B., Remillard, J., and D'Olier, J. H. (2019). Pathways for Analyzing and Responding to Student Work for Formative Assessment: The Role of Teachers’ Goals for Student Learning. CPRE Working Papers. Philadelphia: Consortium for Policy Research in Education.*
  • Supovitz, J. A., Ebby, C. B., Remillard, J. and Nathenson, R. A. (2018). Experimental Impacts of the Ongoing Assessment Project on Teachers and Students. CPRE Research Report. Philadelphia, PA: Consortium for Policy Research in Education.*
University of Pennsylvania (Penn)

This grant is also known as The Responsive Math Teaching Project: Developing Instructional Leadership in a Network of Elementary Schools.

The goal of this project is to build instructional leadership capacity in teachers and school-based leaders in a network of underperforming elementary schools with limited resources. Through design-based improvement research, the project is designed to enhance the knowledge, skills, and competencies of elementary teacher leaders and principals to develop a shared vision and provide ongoing support of high-quality math instruction.

University of Pennsylvania (Penn)

This design and development project is an expansion of the Ongoing Assessment Project (OGAP), an established model for research-based formative assessment in grades 3-8, to the early elementary grades. The project will translate findings from research on student learning of early number, addition, and subtraction into tools and routines that teachers can use to formatively assess their students' understanding on a regular basis and develop targeted instructional responses.