- 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.*
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.