Professional Development

Proportions Playground: A Dynamic World to Support Teachers' Proportional Reasoning

This project focuses on the creation of the initial functionality for a dynamic microworld, Proportions Playground, designed to support teachers in developing a coherent understanding of proportional reasoning. The Proportions Playground project seeks to both develop a unique pilot software application for the iPad and explore how it supports teachers in developing a coherent, robust definition of proportions.

Award Number: 
1621290
Funding Period: 
Thu, 09/01/2016 to Thu, 02/28/2019
Full Description: 

Proportions are a critical topic in mathematics that is simultaneously complicated and over-simplified in typical instruction. Current research undertaken by the research team suggests that the over-simplification is related to limitations in teachers' understandings of proportional relationships. Presenting proportions in a dynamic environment offers teachers the opportunity to create key developmental understandings related to this area of mathematics. This project focuses on the creation of the initial functionality for a dynamic microworld, Proportions Playground, designed to support teachers in developing a coherent understanding of proportional reasoning. Proportions Playground is conceptualized as a tool for supporting the development of coherent understandings by allowing teachers to interact in concrete ways with otherwise abstract ideas and by allowing teachers easy access to dynamic objects and other representations. It is meant to address the significant limitations for reasoning about the relationships between measurable aspects of two objects as well as in manipulating those relationships. Building from work currently underway, Proportions Playground will explore key areas in which there are opportunities for engaging teachers in the development of a coherent and robust understanding of proportional reasoning that extends beyond the typical "3 given, 1 unknown" proportion problem. This approach attempts to engage teachers in an array of dynamic, visually-rich sets of tasks designed to challenge teachers' preconceptions of proportions and to strengthen their connections between proportions and related areas of mathematics. This project is funded by the Discovery Research PreK-12 (DRK-12) and EHR Core Research (ECR) Programs. the DRK-12 program supports research and development on STEM education innovations and approaches to teaching, learning, and assessment. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field.

The Proportions Playground project seeks to both develop a unique pilot software application for the iPad and explore how it supports teachers in developing a coherent, robust definition of proportions. The software will be designed to support either numeric manipulation (e.g., graphing software) or geometric constructions (e.g., dynamic geometry software). Specifically, for this project the mathematics of interest will include the relationships between similarity and proportion and the nature of covariation. The research will focus on how teachers are developing a robust and coherent understanding of proportions and how the dynamic environment promotes such understandings. Working with six teacher advisors, the project will develop three task sets. Using teaching experiments and individual interviews, results will be used to refine the task sets. The revised task sets will be piloted with 40 teachers. Data will be collected on participants' thinking and any changes seen in the knowledge resources they are using. The researchers will be looking for factors that seem to impact teachers' thinking as well as evidence to support or deny the assertion that the Proportions Playground activities engage teachers in (a) different ways of reasoning about proportions and (b) support them in drawing from a wide array of resources so that coherence may be developed were the teachers to have a prolonged engagement with the tools. The project will rely on Epistemic Network Analysis to identify the connections between knowledge resources.

Building a Next Generation Diagnostic Assessment and Reporting System within a Learning Trajectory-Based Mathematics Learning Map for Grades 6-8

This project will build on prior funding to design a next generation diagnostic assessment using learning progressions and other learning sciences research to support middle grades mathematics teaching and learning. The project will contribute to the nationally supported move to create, use, and apply research based open educational resources at scale.

Award Number: 
1621254
Funding Period: 
Thu, 09/15/2016 to Sat, 08/31/2019
Full Description: 

This project seeks to design a next generation diagnostic assessment using learning progressions and other research (in the learning sciences) to support middle grades mathematics teaching and learning. It will focus on nine large content ideas, and associated Common Core State Standards for Mathematics. The PIs will track students over time, and work within school districts to ensure feasibility and use of the assessment system.

The research will build on prior funding by multiple funding agencies and address four major goals. The partnership seeks to address these goals: 1) revising and strengthening the diagnostic assessments in mathematics by adding new item types and dynamic tools for data gathering 2) studying alternative ways to use measurement models to assess student mathematical progress over time using the concept of learning trajectories, 3) investigating how to assist students and teachers to effectively interpret reports on math progress, both at the individual and the class level, and 4) engineering and studying instructional strategies based on student results and interpretations, as they are implemented within competency-based and personalized learning classrooms. The learning map, assessment system, and analytics are open source and can be used by other research and implementation teams. The project will exhibit broad impact due to the number of states, school districts and varied kinds of schools seeking this kind of resource as a means to improve instruction. Finally, the research project contributes to the nationally supported move to create, use, and apply research based open educational resources at scale.

Understanding and Improving Learning from Online Mathematics Classroom Videos

The purpose of this project is to investigate issues in the design and implementation of effective virtual learning communities (VLCs) for teachers and to examine the relation between teachers' reflective engagement with VLCs and their students' mathematics learning outcomes. Findings from this project will be used to build and share effective ways to support teacher learning online.

Award Number: 
1621253
Funding Period: 
Mon, 08/15/2016 to Fri, 07/31/2020
Full Description: 

U.S. elementary teachers face many challenges. They are asked to teach all subjects to students with different needs and abilities. To do this well, they need good professional learning opportunities. Many teachers look online for such opportunities, but little is known about the quality of those opportunities and how they can be improved to help teachers meet their challenges. The goals of this project are to learn more about how teachers use one popular website for elementary mathematics teachers and how this website and similar ones can be adapted to better support teacher learning. Specifically, the project will (1) interview teachers about their use of the website, (2) investigate how to improve the ways teachers interact with video resources on the site by testing different ways of guiding their attention, and (3) examine how teachers' interactions with these video resources are related to their students' learning of mathematics. Findings from this project will be used to build and share effective ways to support teacher learning online. The project will thus benefit teachers who use the popular website, teachers who use similar websites, researchers who study how teachers learn from such websites, and the students of teachers who learn from such websites.

Video-based learning has been the focus of much professional development research over the past decade. As video-based learning has been found to be effective, many professional developers have taken this learning to scale through the online space. A number of high profile and popular virtual learning communities (VLCs) have emerged to allow teachers to interact with video, but the scant number of studies on the effectiveness of such VLCs show some difficulties in engaging teachers in sustained, reflective professional learning. The purpose of this project is to investigate several major issues in the design and implementation of effective VLCs for teachers and to examine the relation between teachers' reflective engagement with VLCs and their students' mathematics learning outcomes. The investigators propose 3 studies, which build on each other, to address these issues. This project will (1) interview teachers who are members of a popular VLC, to investigate what they learn and how they contribute to community; (2) investigate conditions that impact the posting of reflective commentary about video cases through iterative experiments, as reflective commentary has the potential to build community and to support teacher learning; and (3) investigate the relation between reflective reactions to video cases and student mathematics outcomes. Through these investigations, this project will explore issues that impact the scalability of teachers learning asynchronously from online video. Results will be used to develop guided pathways - a prototype of an innovation that will be based on the results from the research - on one widely used VLC. Thus, this project will provide both a contribution to the field of STEM teacher education research and an immediate, research-based product that can be disseminated to thousands of teachers through an existing VLC.


Project Videos

2019 STEM for All Video Showcase

Title: Influencing Online Teacher Reflection

Presenter(s): Meg Bates, Cheryl Moran, & Michelle Perry

2018 STEM for All Video Showcase

Title: Exploring Teacher Learning from Online Lesson Video

Presenter(s): Meg Bates & Genevieve Henricks


Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Smith)

The goal of this project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale through a system of practical measures and routines for collecting and using data that both assesses and supports implementation.

Award Number: 
1621238
Funding Period: 
Sat, 10/01/2016 to Thu, 09/30/2021
Full Description: 

The goal of this 5-year research project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale. Many projects seek to improve mathematics instruction, but are not able to easily track their efforts at improvement. The primary product of this project will be a system of practical measures and routines for collecting and using data that both assesses and supports the implementation of rigorous instructional materials in middle-grades mathematics. In contrast to research and accountability measures, practical measures are assessments that require little time to administer and can thus be used frequently. The data can be analyzed rapidly so that teachers can receive prompt feedback on their progress, and instructional leaders can use the data to decide where to target resources to support improvement in the quality of instruction and student learning. The system of practical measures and routines will include 1) measures of high-leverage aspects of teachers' instructional practices that have been linked to student learning (e.g., rigor of tasks, quality of students' discourse) and attend to equitable student participation; and 2) measures of high-leverage aspects of key supports for improving the quality of teachers' practice (e.g., quality of professional development; coaching); and 3) a set of routines regarding how to use the resulting data to engage in rapid, improvement efforts. A key principle of the proposed project is that the system of measures and routines can be adapted to a wide range of school and district contexts. This project is supported by the Discovery Research preK-12 (DRK-12) program. The DRK-12 program supports research and development of STEM education innovations and approaches in assessment, learning, and teaching.

The project will establish three research-practice partnerships with five districts, in three different states, that are currently implementing rigorous instructional materials in middle-grades mathematics. Year 1 will focus on the development of a set of practical measures of classroom instruction. Year 2 will focus on testing the use of the classroom measures in the context of supports for teachers' learning, and the development of practical measures of key supports for teachers' learning. Years 3-4 will focus on how the project can "learn our way to scale" (Bryk et al., 2015), which requires strategically implementing measures and routines in increasingly diverse conditions. The project will engage in rapid improvement cycles in which researchers will work alongside district leaders and professional development (PD) facilitators to analyze the data from the measures of both classroom instruction and the quality of support for teacher learning to test the effectiveness of improvements in intended supports for teacher learning and to adjust the design of the support based on data. Across Years 1-4, the project will use recent developments in technology and information visualization to test and improve 1) the collection of practical measures in situ and 2) the design of data representations (or visualizations) that support teachers and leaders to make instructional improvement decisions. In Year 5, the project will conduct formal analyses of the relations between supports for teachers' learning; teachers' knowledge and classroom practices; and student learning.

Doing the Math with Paraeducators: A Research and Development Project

This project will design and pilot professional development that focuses on developing the confidence, mathematical knowledge, and teaching strategies of paraeducators using classroom activities that they are expected to implement. The planned professional development will enable them to make a greater difference in the classroom, but it will also increase their access to continuing education and workplace opportunities.

Lead Organization(s): 
Award Number: 
1621151
Funding Period: 
Thu, 09/15/2016 to Sat, 08/31/2019
Full Description: 

Over one million paraeducators (teaching assistants and volunteers) currently assist in classrooms, and another 100,000 are likely to be added in the next ten years. Paraeducators (paras) are often required to teach content, such as mathematics, but there are few efforts to provide them with the knowledge or supervision they need to be effective when working with a range of students, including those with disabilities and for whom English is a second language. The project will focus on developing the confidence, mathematical knowledge, and teaching strategies of paras using classroom activities that they are expected to implement. The planned professional development will enable them to make a greater difference in the classroom, but it will also increase their access to continuing education and workplace opportunities. The work will be conducted in the Boston Public Schools (BPS) and will focus on grades K-3, where the largest numbers of paras are employed. Given the importance of early math learning in predicting mathematical achievement, supporting paras who work in the early grades is particularly important.

The project will design and pilot professional development that supports paraeducator knowledge development and addresses instructional challenges in teaching mathematics. The project will address the following goals: research the current roles of paras in mathematics instruction, the preparation of their collaborating teachers, and the opportunities for collaboration and planning between supervising teachers and paras in BPS; pilot, develop, implement, and research a model for professional development program for paras that targets specific activities they can implement that are key to student learning in number and operation in K-3; document how paras assume new roles that increase student engagement and empower them as mathematical learners; pilot, develop, implement, and research a supervisory component to help teachers set expectations, and structures for debriefing and reflecting along with their paras; and identify next steps for an early stage development study based on our findings. A needs assessment survey will investigate the context in which paras work. The iterative process of design-based research will develop, test, and implement the targeted professional development with paras, measuring how prepared they feel to implement new ideas and how they translate their learning into new pedagogical practices. Crosscase analyses, descriptive statistics, tallies and coded behaviors from observations, and themes from paras, and teacher and administrator interviews will be collected, coded, and analyzed. Furthermore, an efficacy survey will be administered periodically to document longitudinal changes in paras, which will be integrated in the crosscase analyses.

Organizing to Learn Practice: Teacher Learning in Classroom-Focused Professional Development

This project addresses the fundamental challenge of how to support teachers to improve their practice. The approach uses a "live mathematics classroom" as a common text for working on practice, where participants are not only watching and discussing but are engaged in developing and learning practice. The project will generate new knowledge regarding ways in which elementary teachers of mathematics can be supported to learn effective teaching practice.

Lead Organization(s): 
Award Number: 
1621104
Funding Period: 
Thu, 09/01/2016 to Mon, 08/31/2020
Full Description: 

Growing evidence about the powerful effects of skillful teaching on students' learning creates a need to for professional development that impacts teachers' actual practice. Just as other professions (e.g., nursing, social work, law) have centered practitioners' learning in "live" practice with structures that support learning in context, the project will investigate whether and how this can be accomplished in teaching. The approach uses a "live mathematics classroom" as a common text for working on practice, where participants are not only watching and discussing but are engaged in developing and learning practice. The project also explores the following variations in practice-based professional development: (1) on-site and remote participation of teachers; and (2) the addition of supplementary practice-focused professional development. The project will generate new knowledge regarding ways in which elementary teachers of mathematics can be supported to learn effective teaching practice.

This project addresses a fundamental challenge for professional development, that is, how to support teachers to improve their practice. Teachers profit from well-designed opportunities to develop new visions for practice, learn more about students' thinking, or work on specific mathematical topics or tasks. Still, such opportunities are often insufficient to support teachers with the complexity of classroom teaching. These kinds of professional opportunities focus on critical resources for instruction but not on the details of teaching practice itself. This practice-centered professional development is situated within a summer mathematics program for fifth graders. The proposed research will explore the impact on teachers' practice, as well as on their knowledge and dispositions, from participating in these structured ways. Three studies will resolve the following three sets of questions: (1) What do teachers learn from structured participation in the class? Does their participation impact their own teaching practice, and if so, in what ways? (2) Does the setting of the peripheral participation matter? Does this form of participation impact their own teaching practice, and if so, in what ways? (3) Does the addition of professional development focused on a particular teaching practice impact teachers' own practice, and if so, in what ways? How does the addition of professional development focused on a specific instructional practice compare across the in-person and online forms of participation in terms of impact on teachers' own practice? The project will collect and analyze several types of data pre- and post-intervention, including measures of mathematical knowledge for teaching, measures of language for talking about the work of teaching and students, and skill with leading a mathematics discussion, and the mathematical quality of instruction. The project will generate new knowledge related to to organizing professional learning around supports that teachers need to learn practice as well as ways to study their learning of teaching practice.

Modest Supports for Sustaining Professional Development Outcomes over the Long-Term

This study will investigate factors influencing the persistence of teacher change after professional development (PD) experiences, and will examine the extent to which modest supports for science teaching in grades K-5 sustain PD outcomes over the long term.

Lead Organization(s): 
Award Number: 
1620979
Funding Period: 
Thu, 09/15/2016 to Mon, 08/31/2020
Full Description: 

This study will investigate factors influencing the persistence of teacher change after professional development (PD) experiences, and will examine the extent to which modest supports for science teaching in grades K-5 sustain PD outcomes over the long term. Fifty K-12 teachers who completed one of four PD programs situated in small, rural school districts will be recruited for the study, and they will participate in summer refresher sessions for two days, cluster meetings at local schools twice during the academic year, and optional Webinar sessions two times per year. Electronic supports for participants will include a dedicated email address, a project Facebook page, a biweekly newsletter, and access to archived Webinars on a range of topics related to teaching elementary school science. Modest support for replacement of consumable supplies needed for hands-on classroom activities will also be provided. The project will examine the extent to which these modest supports individually and collectively foster the sustainability of PD outcomes in terms of the instructional time devoted to science, teacher self-efficacy in science, and teacher use of inquiry-based instructional strategies. The effects of contextual factors on sustainability of PD outcomes will also be examined.

This longitudinal study will seek answers to three research questions: 1) To what extent do modest supports foster the sustainability of professional development outcomes in: a) instructional time in science; b) teachers' self-efficacy in science; and c) teachers' use of inquiry-based instructional strategies? 2) Which supports are: a) the most critical for sustainability of outcomes; and b) the most cost-effective; and 3) What contextual factors support or impede the sustainability of professional development outcomes? The project will employ a mixed-methods research design to examine the effects of PD in science among elementary schoolteachers over a 10 to 12 year period that includes a 3-year PD program, a 4-6 year span after the initial PD program, and a 3-year intervention of modest supports. Quantitative and qualitative data will be collected from multiple sources, including: a general survey of participating teachers regarding their beliefs about science, their instructional practices, and their instructional time in science; a teacher self-efficacy measure; intervention feedback surveys; electronic data sources associated with Webinars; teacher interviews; school administrator interviews; and receipts for purchases of classroom supplies. Quantitative data from the teacher survey and self-efficacy measure will be analyzed using hierarchical modeling to examine growth rates after the original PD and the change in growth after the provision of modest supports. Data gathered from other sources will be tracked, coded, and analyzed for each teacher, and linked to the survey and self-efficacy data for analysis by individual teacher, by grade level, by school, by district, and by original PD experience. Together, these data will enable the project team to address the project's research questions, with particular emphasis on determining the extent to which teachers make use of the various supports offered, and identifying the most cost-effective and critical supports.

Supporting Instructional Growth in Mathematics: Enhancing Urban Secondary Teachers' Professional Learning through Formative Feedback

This project will explore the potential of video-based formative feedback to enhance professional development around ambitious instruction for secondary teachers in urban schools.

Lead Organization(s): 
Award Number: 
1620920
Funding Period: 
Thu, 09/15/2016 to Mon, 08/31/2020
Full Description: 

Research continues to show the benefits of ambitious instruction for student learning of mathematics, yet ambitious instruction continues to be rare in U.S. schools, particularly in schools that serve historically marginalized students. Secondary teachers' learning and enactment of ambitious instruction in mathematics requires conceptual change, and their development could benefit from adequate and timely feedback close to classroom instruction. For this reason, the project will explore the potential of video-based formative feedback to enhance professional development. The focus of the partnership between university researchers and a well-regarded professional development organization, Math for America Los Angeles (MfA LA) will be on career-long learning of secondary mathematics teachers in urban schools. Results from this project will provide a theory of mathematics teachers' learning that can inform other instructional improvement efforts, with ecological validity in the critical site of urban schools. The framework and theory will be detailed at the level of specific tools and concrete practices that are learnable by teachers, school leaders, or instructional coaches. This project is funded by the Discovery Research Pre-K-12 Program, which funds research and development of STEM innovations and approaches in assessment, teaching and learning.

The question the project will address is: How can the project use formative feedback to enhance mathematics teachers' professional learning environments that support their development of ambitious instruction in urban schools? Formative feedback refers to tools and processes that ascertain teachers' current understandings and responsively adapt learning activities to better guide them toward their learning goals. Professional learning environments refer to the multiple sites of teachers' learning, from formal professional development activities to their school workplace. Ambitious instruction is defined as teaching approaches that aim to provide all students with ample opportunities to develop conceptual understanding of key mathematical ideas, participate in mathematical argumentation, connect multiple mathematical representations, as well as become fluent with mathematical procedures and processes. The persistence of typical mathematics instruction is framed as, in large part, an issue of teacher learning. Using design-based implementation research and interpretive methods, the project team will co-develop video-based formative assessment processes to guide teachers' evolving classroom practice.

Synchronous Online Professional Learning Experiences for Middle Grades Mathematics Teachers in Rural Contexts

This project will develop and implement an innovative online mathematics professional development model designed to provide growth opportunities for teachers in rural districts who normally lack access to such opportunities. The project will focus on developing teacher capacity to enact ambitious, responsive instruction aligned with the Common Core State Standards for Mathematics (CCSSM), and thus will be sustained, interactive, and of sufficient duration to help teachers transform their practices.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1620911
Funding Period: 
Thu, 09/01/2016 to Mon, 08/31/2020
Full Description: 

All teachers need access to high quality professional development in order to meet the needs of students and teach mathematics as outlined in college and career-ready standards. Online professional development has the potential to expand access to under-resourced areas, including urban districts, and teachers who wish to participate in communities of inquiry but do not have local access to such communities. Building on research on effective face-to-face professional development, including research from the emerging fields of content-focused coaching and video coaching, this project will design and study professional development for middle grades mathematics teachers in rural communities. As schools turn to digital learning contexts, it is inevitable that professional development will follow a similar trend. It is imperative to have research-based models that demonstrate how the features of high-quality face-to-face professional development can be matched or augmented in online contexts. The study has the potential to contribute to research on professional development, especially in the growing areas of online professional development and coaching, and will build from and contribute to the literature on the impact of multiple modalities and synchronicities in online contexts. The project will address the critical need for models of professional development for teachers in rural areas, which has a limited research base. This project is funded by the Discovery Research PreK-12 (DRK-12) Program. The DRK-12 program supports research and development on STEM education innovations and approaches to teaching, learning, and assessment.

The project will develop and implement an innovative online mathematics professional development model designed to provide growth opportunities for teachers in rural districts who normally lack access to such opportunities. The study will take place in two geographically disparate locations in order to research the effectiveness of the model across contexts and to explore the resources and constraints involved in scaling up the model. The project will focus on developing teacher capacity to enact ambitious, responsive instruction aligned with the Common Core State Standards for Mathematics (CCSSM), and thus will be sustained, interactive, and of sufficient duration to help teachers transform their practices. In the design of the professional development, the project will leverage features of emerging technologies that are multimodal and involve a mix of synchronous/ asynchronous communication. The most innovative feature is the online video coaching in which a teacher and coach separately will view and notate video of the teacher's enactment of a collaboratively planned lesson as a precursor to the online post-lesson debriefing. Building from design-based research principles, the project will incorporate iterative cycles of data collection, analysis, reflection, and revision that will explore the effectiveness of the model and inform revisions.


Project Videos

2019 STEM for All Video Showcase

Title: Synchronous Online Professional Development Model

Presenter(s): Jeffrey Choppin, Julie Amador, Cynthia Carson, Ryan Gillespie, Stephanie Martin, & Kristana Textor


Improving the Implementation of Rigorous Instructional Materials in Middle Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Ahn)

The goal of this project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale through a system of practical measures and routines for collecting and using data that both assesses and supports implementation.

Award Number: 
1911492
Funding Period: 
Sat, 10/01/2016 to Thu, 09/30/2021
Full Description: 

The goal of this 5-year research project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale. Many projects seek to improve mathematics instruction, but are not able to easily track their efforts at improvement. The primary product of this project will be a system of practical measures and routines for collecting and using data that both assesses and supports the implementation of rigorous instructional materials in middle-grades mathematics. In contrast to research and accountability measures, practical measures are assessments that require little time to administer and can thus be used frequently. The data can be analyzed rapidly so that teachers can receive prompt feedback on their progress, and instructional leaders can use the data to decide where to target resources to support improvement in the quality of instruction and student learning. The system of practical measures and routines will include 1) measures of high-leverage aspects of teachers' instructional practices that have been linked to student learning (e.g., rigor of tasks, quality of students' discourse) and attend to equitable student participation; and 2) measures of high-leverage aspects of key supports for improving the quality of teachers' practice (e.g., quality of professional development; coaching); and 3) a set of routines regarding how to use the resulting data to engage in rapid, improvement efforts. A key principle of the proposed project is that the system of measures and routines can be adapted to a wide range of school and district contexts. This project is supported by the Discovery Research preK-12 (DRK-12) program. The DRK-12 program supports research and development of STEM education innovations and approaches in assessment, learning, and teaching.

The project will establish three research-practice partnerships with five districts, in three different states, that are currently implementing rigorous instructional materials in middle-grades mathematics. Year 1 will focus on the development of a set of practical measures of classroom instruction. Year 2 will focus on testing the use of the classroom measures in the context of supports for teachers' learning, and the development of practical measures of key supports for teachers' learning. Years 3-4 will focus on how the project can "learn our way to scale" (Bryk et al., 2015), which requires strategically implementing measures and routines in increasingly diverse conditions. The project will engage in rapid improvement cycles in which researchers will work alongside district leaders and professional development (PD) facilitators to analyze the data from the measures of both classroom instruction and the quality of support for teacher learning to test the effectiveness of improvements in intended supports for teacher learning and to adjust the design of the support based on data. Across Years 1-4, the project will use recent developments in technology and information visualization to test and improve 1) the collection of practical measures in situ and 2) the design of data representations (or visualizations) that support teachers and leaders to make instructional improvement decisions. In Year 5, the project will conduct formal analyses of the relations between supports for teachers' learning; teachers' knowledge and classroom practices; and student learning.

This project was previously funded under award #1620900 and 1719744.

 

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