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The Enhancing Mathematics Teaching and Learning in Urban Elementary Schools project was a collaboration among Teachers Development Group (TDG), Portland State University, and Texas State University to design and conduct a randomized cluster study involving nearly all grades 3-5 teachers and students from 33 urban elementary schools in a rigorous test of the efficacy and effectiveness of TDG’s innovative, long-term, apprenticeship model of professional development, called Math Studio. One widespread problem is that, even when teachers participate in many hours of high quality mathematics workshops, courses, and/or seminars – i.e., the most commonly implemented professional development model – those teachers typically still struggle to substantively change their teaching practices to align with the pedagogy and content emphasized during the professional development. Many school districts, particularly urban districts, struggle to serve all students well. Their policies may differ from this site. Some links on this page may take you to non-federal websites.
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Some full text articles may not yet be available without a charge during the embargo (administrative interval). When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
This research is important because it tests the use of a practice-based, professional development model within a large, public school system, and documents the challenges of implementation as well as the variables that contribute to student learning of mathematics. It is difficult to implement professional development at a large enough scale to make a significant difference in student achievement within a district. They are studying the fidelity of implementation of the model and are looking for specific variables that may be particularly helpful for students who have not been successful in learning mathematics. They are using observational measures to identify successful teaching practices as well as student discourse patterns. They are using a cluster-randomized research design to examine the efficacy of their model. The researchers are identifying the key ingredients that make the professional development successful. Partners in the project include Teachers Development Group, Portland State University, Portland Public Schools and Horizon Research. The goal of the project is to improve students' engagement and learning in mathematics by fostering effective instruction.
The professional development is conducted at the school and is integrated with instruction. The model requires professional development to occur at the school level involving both teachers and principals. The Enhancing Mathematics Teaching and Learning in Urban Elementary Schools project is working with all teachers in grades three through five in the Portland, OR Public Schools in order to test the feasibility and efficacy of the Mathematics Studio Model of professional development.
Primary Place of Performance Congressional District:Ġ40106 NSF Education & Human Resource 040106 NSF Education & Human Resource 040106 NSF Education & Human Resource Jennifer Noll (Former Co-Principal Investigator).Andrew Mashburn (Former Co-Principal Investigator).Robert Roeser (Former Co-Principal Investigator).Kathleen Melhuish (Co-Principal Investigator).Julia Fredericks (Co-Principal Investigator).Eva Thanheiser (Co-Principal Investigator).Linda Foreman (Principal Investigator) J.Michael Shaughnessy (Co-Principal Investigator).
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Enhancing Mathematics Teaching and Learning in Urban Elementary Schools: A Cluster-Randomized Efficacy Trial of a Novel Professional Development Approach NSF Org:
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