Michael Steele

Horizon Research, Inc.
02/01/2022

This study will further the field's understanding of the role that science teachers play in adapting their instruction during a public health crisis, how they address emergent ideas throughout the unfolding of the pandemic, and the impacts that the pandemic has had on science teachers themselves.

TERC, Inc.
07/01/2019

This project is a professional learning experience for middle school teachers to support them in developing five mathematical practices in their teaching focused on mathematical argumentation - creating mathematical arguments, using appropriate tools strategically, looking for and make use of structure, attending to precision, and looking for and express regularity in repeated reasoning.

Harvard University
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.

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.

University of Virginia (UVA)
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.

University of Idaho (UI)
05/15/2020

This project will create a fully online video-based model for mathematics teacher professional development focused on supporting mathematics coaches in rural contexts, building on the investigators' previous work focused on online professional learning opportunities for mathematics teachers in rural contexts. Results from the previous project focused on rural teachers and their coaches show that the professional development model increased connections between what teachers notice about student thinking and broader principles of teaching and learning, that teachers were able to enact stronger levels of ambitious mathematics instruction, and that teachers who received coaching showed a stronger focus on math content and instructional practice. This extension of the model to coaches includes an online content-focused coaching course, cycles of one-on-one video-based coaching, and an online video club to analyze coaching practice. The video clubs will be structured as a graduated model that will begin with facilitation by mentor coaches and move into coach participants facilitating their own sessions.

University of Rochester (U of R)
05/15/2020

This project will create a fully online video-based model for mathematics teacher professional development focused on supporting mathematics coaches in rural contexts, building on the investigators' previous work focused on online professional learning opportunities for mathematics teachers in rural contexts. Results from the previous project focused on rural teachers and their coaches show that the professional development model increased connections between what teachers notice about student thinking and broader principles of teaching and learning, that teachers were able to enact stronger levels of ambitious mathematics instruction, and that teachers who received coaching showed a stronger focus on math content and instructional practice. This extension of the model to coaches includes an online content-focused coaching course, cycles of one-on-one video-based coaching, and an online video club to analyze coaching practice. The video clubs will be structured as a graduated model that will begin with facilitation by mentor coaches and move into coach participants facilitating their own sessions.

Vanderbilt University
08/01/2021

This study addresses two open questions in mathematics education and teacher learning research related to groupwork monitoring. Using contemporary information visualization techniques and open-source tools, alongside a video-based coaching activity, teachers will a) analyze classroom video records featuring group math discussions and b) uncover and investigate their specific interactions with student groups as well as their overall approach to this important phase of their lessons. Through these tools, teachers will develop strategic and integrated understandings of effective groupwork monitoring strategies. As a result of this work, teachers and researchers will be able to better connect teachers’ monitoring choices to students’ peer-to-peer math talk.

North Carolina State University (NCSU)
08/01/2019

This project aims to support stronger student outcomes in the teaching and learning of geometry in the middle grades through engaging students in animated contrasting cases of worked examples. The project will design a series of animated geometry curricular materials on a digital platform that ask students to compare different approaches to solving the same geometry problem. The study will measure changes in students' procedural and conceptual knowledge of geometry after engaging with the materials and will explore the ways in which teachers implement the materials in their classrooms.

Michigan State University (MSU)
09/01/2022

This project supports the development of a collaborative digital learning environment that embeds rich middle school mathematics tasks. The project aims to understand how students' individual and collaborative engagement in learning mathematics is enhanced by the digital platform, and how student engagement and learning is affected over the course of a year-long seventh grade course.