Refreshing the Item Pool: Mathematical Knowledge for Teaching Measurements
How can the specific topic knowledge needed to teach mathematics be quantified?
A technique for assessing the specialized knowledge used in teaching mathematics by K–8 teachers is the Mathematical Knowledge for Teaching (MKT) instrument.
MKT items have been used frequently since they were developed to assess teacher learning in professional development programs and examine the connection between instructors’ knowledge and practice.
enhancing the research foundation that guides efforts to improve the STEM workforce and curriculum
Several cluster-randomized trials that aim to assess the effects of STEM curriculum materials and teacher professional development on student outcomes have recently received funding from the U.S. government. To determine the traits of successful pre-K–12 programs, this initiative combines findings from these studies with evidence from earlier causal investigations.
Fellowship offered by Partnership in Education Research (PIER)
The Partnering in Education Research (PIER) Fellowship is intended to teach doctorate candidates at Harvard University how to carry out quantitative education research in collaboration with local school districts and national education organizations.
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Project Launch by Teachers
What effect does Teacher Launch have on graduates applying to the program from conventional, post-baccalaureate teacher preparation programs?
The Teacher Launch Project (TLP), a rigorous four-week summer training program and a 20-week coaching intervention for incoming teachers, is a collaboration between CEPR and Match Education’s Sposato Graduate School of Education.
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Center for National Teacher Effectiveness
How do the various evaluation tools for teachers relate to one another and student learning?
A six-year project to integrate many lines of education research and provide a better and more thorough understanding of how to assess teacher and teaching effectiveness was launched by NCTE in July 2009.
Project “Best Foot Forward”
Has video technology made it easier to observe students in a classroom?
The Best Foot Forward Project looked into whether using video technology may make the practice of observing classes more convenient, affordable, valid, and dependable. Teachers were given cameras to use in a randomized controlled experiment, and they were free to choose which of their finest lessons would be evaluated. Researchers wanted to know if using digital video made the observation process more agreeable for administrators and teachers.
By Using Rubric-Based Coaching, Common Core Classrooms are Being Developed
How do teacher instructional practices and student performance outcomes change as a result of rubric-based coaching?
The MQI Coaching Cycle was created and put into use as part of this research study, and its efficacy was rigorously assessed using a teacher-level random assignment approach. …
Examining techniques for enhancing teachers’ mathematical instruction quality
What amount of support for instructors’ conversations and the impact of their own video contribution is ideal?
In this study, the factors for successful video-based math professional development are examined, as well as the usage of an observational tool as a common language for teachers to discuss their practices.
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Survey of Middle School Mathematics Instructors
What condition is American mathematics education in right now?
Due to the introduction of new teaching strategies, educational technologies, and curriculum materials in classrooms over the past 20 years, we believe that mathematics instruction has undergone a significant change. The purpose of this study is to comprehend how these changes will affect instruction.
Strategic Data Initiative
Since 2008, the Strategic Data Project (SDP) has collaborated with state education agencies, nonprofit organizations, charter school networks, and school districts to use high-quality research techniques and data analysis to inform strategic management and policy choices.
Program Evaluation for TNTP
This study, which is supported by the Bill & Melinda Gates Foundation, looks at how student results in Louisiana are affected by the TNTP’s evaluation method for new teachers. This research also involves academics from Brown University and the University of Michigan.
