Erica Litke

Professional Title
Assistant Professor
Organization/Institution
University of Delaware (UD)
About Me (Bio)
Dr. Erica Litke is an assistant professor specializing in mathematics education in the School of Education at the University of Delaware. Her research focuses on understanding and improving instructional quality in mathematics for students in the elementary and secondary grades. Her research has described and analyzed instructional practice in mathematics using observation instruments, connected instructional quality in mathematics to broader policy-related issues in education, and focused on teacher knowledge and professional development.
Keywords
Algebra
Mathematics
Classroom Practice
Equity
Pedagogy
Policy
Professional Development
Teacher Practice

Improving Professional Development in Mathematics by Understanding the Mechanisms that Translate Teacher Learning into Student Learning

University of Delaware (UD)
09/01/2021

This project explores the mechanisms by which teachers translate what they learn from professional development into their teaching practice. The goal of this project is to study how the knowledge and skills teachers acquire during professional development (PD) translate into more conceptually oriented mathematics teaching and, in turn, into increased student learning.

Supporting Teachers to Develop Equitable Mathematics Instruction Through Rubric-based Coaching (Collaborative Research: Litke)

University of Delaware (UD)
09/01/2021

This project brings together a successful mathematics rubric-based coaching model (MQI Coaching) and an empirically developed observation tool focused on equity-focused instructional practices, the Equity and Access Rubrics for Mathematics Instruction (EAR-MI). The project measures the effects of the coaching model on teachers' beliefs and instructional practices and on students' mathematical achievement and sense of belonging in mathematics. The project also investigates how teachers' attitudes and beliefs impact their participation and what teachers take away from engagement with the coaching model.