Alejandra Sorto

People

Professional Title: 
Associate Professor
Organization/Institution: 
Keywords: 
DePaul University
07/01/2019

This project will address the pressing national need to generate shared, practice-based knowledge about how to implement freely available, high-quality instructional resources (mathematics formative assessment lessons) that have been shown to produce significant gains in student learning outcomes. It will expand a professional development model (Analyzing Instruction in Mathematics using the Teaching for Robust Understanding Framework (AIM-TRU)) that supports teacher learning about effective lesson implementation.

Montclair State University
07/01/2019

This project will address the pressing national need to generate shared, practice-based knowledge about how to implement freely available, high-quality instructional resources (mathematics formative assessment lessons) that have been shown to produce significant gains in student learning outcomes. It will expand a professional development model (Analyzing Instruction in Mathematics using the Teaching for Robust Understanding Framework (AIM-TRU)) that supports teacher learning about effective lesson implementation.

Buffalo State College, SUNY
07/01/2019

This project will address the pressing national need to generate shared, practice-based knowledge about how to implement freely available, high-quality instructional resources (mathematics formative assessment lessons) that have been shown to produce significant gains in student learning outcomes. It will expand a professional development model (Analyzing Instruction in Mathematics using the Teaching for Robust Understanding Framework (AIM-TRU)) that supports teacher learning about effective lesson implementation.

University of Massachusetts, Dartmouth (UMass Dartmouth)
09/01/2017

This project examines the empirical nexus between ELL students' language identity and science identity development. The project addresses the pressing need for empirical studies that combine theoretical perspectives from second language education, linguistics, and science education to understand science identity development among ELLs.

Indiana University (IU)
08/01/2013

The proposed project initiates new research and an integrated education plan to address specific problems in middle school mathematics classrooms by investigating (1) how to effectively differentiate instruction for middle school students at different reasoning levels; and (2) how to foster middle school students' algebraic reasoning and rational number knowledge in mutually supportive ways.

Purdue University
05/15/2014

Most students learn about negative numbers long after they have learned about positive numbers, and they have little time or opportunity to build on their prior understanding by contrasting the two concepts. The purpose of this CAREER project is to identify language factors and instructional sequences that contribute to improving elementary students' understanding of addition and subtraction problems involving negative integers. 

University of North Carolina at Chapel Hill (UNC Chapel Hill)
06/01/2016

This project will investigate the potential benefits of interactive, dynamic visualization technologies in supporting science learning for middle school students, including ELLs. This project will identify design principles for developing such technology, develop additional ways to support student learning, and provide guidelines for professional development that can assist teachers in better serving linguistically diverse students. The project has the potential to transform traditional science instruction for all students, and to broaden their participation in science.

Texas State University
07/15/2011

This study is investigating the classroom factors and teacher characteristics that contribute to Latino English Language Learners' (ELL) gains in mathematics learning in the eighth grade. In addition to looking for key characteristics that influence mathematics learning, the researchers are measuring teachers' knowledge of mathematics for teaching, quality of instruction, and knowledge about English learners.

Michigan State University (MSU)
05/15/2013

The goal of this project is to extend the theoretical and methodological construct of noticing to develop the concept of reciprocal noticing, a process by which teacher and student noticing are shared. The researcher argues that through reciprocal noticing the classroom can become the space for more equitable mathematics learning, particularly for language learners.

Michigan State University (MSU)
07/01/2019

This project will investigate the factors that influence curriculum coherence and how teachers in Grades 3-5 respond to these factors as they make decisions about their mathematics curriculum.

Purdue University
07/01/2019

This project will investigate the factors that influence curriculum coherence and how teachers in Grades 3-5 respond to these factors as they make decisions about their mathematics curriculum.

Duquesne University
07/01/2019

This project will investigate the factors that influence curriculum coherence and how teachers in Grades 3-5 respond to these factors as they make decisions about their mathematics curriculum.

University of Arizona (U of A)
07/01/2019

This project will investigate the factors that influence curriculum coherence and how teachers in Grades 3-5 respond to these factors as they make decisions about their mathematics curriculum.

University of Nevada, Las Vegas (UNLV)
08/01/2019
Education Development Center, Inc. (EDC)
08/01/2015

This project addresses a critical need, developing professional development materials to address the teachers of ELLs. The project will create resources to help teachers build ELLs' mathematical proficiency through the design and development of professional development materials building on visual representations (VRs) for mathematical reasoning across a range of mathematical topics.