This RAPID project is a cross-national comparative study of U.S. and Chinese instructional support systems, building from earlier data about mathematics teaching and learning in large urban school districts of both the United States and the People's Republic of China. The study uses quantitative methods to compare and contrast the effectiveness of supports (e.g., professional development, teacher networks, school leadership) in improving teachers' instructional practices and student achievement using comparable instrumentation.
Cross-National Comparison of School and District Supports for High-Quality Mathematics Instruction in the US and China
MIST is a five-year study of four large, urban districts implementing ambitious mathematics reform initiatives in the middle grades. The study uses a mixed-methods research design to investigate how changes in the school and district settings in which mathematics teachers work influence their instructional practices, students' learning opportunities, and student achievement.
Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Cobb)
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.
Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale
This project is supporting and investigating the implementation of reformed mathematics instruction at the middle school level in two large school districts. The primary goal of the project is to develop an empirically grounded theory of action for implementing reform at school and district levels. The researchers are investigating reform within a coherent system that focuses on leadership and school-based professional development.