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.
How Do Induction and Continuing Professional Development Affect Beginning Middle School Math Teachers' Instruction and Student Achievement?
This project will study the impact and effect of the use of induction for first year middle grades mathematics teachers in three districts in Tennessee and Kentucky, including rural and urban settings. The purpose of this project is to study the links of components of induction to improved instruction and student achievement.
Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Ing)
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.