Foundations for Success: Developing Effective Mathematics Educators through Cognitively Guided Instruction
The Foundations for Success project will enhance elementary mathematics teacher effectiveness through large-scale implementation of an evidence-based, mathematics teacher professional-development program called Cognitively Guided Instruction (CGI).
Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS)
This applied research study will evaluate the impact of curriculum materials and a related professional development program designed to support teaching and learning in statistics and probability at the seventh-grade level.
Follow Up to the Replicating the CGI Experiment in Diverse Environments Study
This study is a follow up to an efficacy trial of a multiyear professional-development intervention for elementary mathematics teachers based on Cognitively Guided Instruction (CGI). Grade 1 and 2 teachers and their students across 22 schools participated in a cluster-randomized controlled trial of a CGI-based teacher professional development intervention during the 2013–14 and 2014–15 school years. The follow-up study will explore the extent to which opportunity for teacher involvement in CGI professional development in a given school had a causal effect on student achievement.
Examining Teacher Math Anxiety as a Malleable Factor Related to Student Outcomes
This project examines teacher characteristics, including mathematical knowledge for teaching and beliefs about mathematics teaching and learning, in order to identify the most important teacher factors for student learning in mathematics. This project was funded through the Institute of Education Sciences, U.S. Department of Education.
Improvement of Elementary Fractions Instruction: Randomized Controlled Trial Using Lesson Study with a Fractions Resource Kit
This project is a multisite cluster-randomized trial evaluation design involving four different treatment conditions: Lesson study with fractions resource kits, lesson study without fractions resource kits, individual study of fractions resources without lesson study, and no-lesson study on fractions with business-as-usual fractions instruction. The project will result in evaluation reports concerning the impact and implementation of lesson study with fractions resource kits.
FCR-STEMLearn: Foundations for Success in STEM
This project provides professional development for elementary teachers in 17 Florida school districts. Early elementary teachers participate in a program called Cognitively Guided Instruction (CGI). Upper elementary teachers participate in a program called Extending Children’s Mathematics (ECM). Under the direction of Linda Levi, the CGI and ECM components are led by workshop leaders from Teachers Development Group. Members of the Schoen research lab facilitate weekly, school-based FACT team meetings for some of the teachers in the CGI program. Project evaluation includes a multisite cluster-randomized trial evaluation of the impact of the CGI program on student achievement and a separate multisite cluster-randomized trial of the ECM program on student achievement.
Replicating the CGI Experiment in Diverse Environments
This project is a third-party evaluation of a multiyear teacher professional development program for early elementary teachers called Cognitively Guided Instruction (CGI). Using a multisite cluster-randomized trial evaluation design, the project will result in evaluation reports concerning the impact and implementation of the CGI program. Several measurement instruments used in this project were developed by the Schoen research lab, including a beginning of year student pretests, an end-of-year student interview (MPAC), a measure of teacher knowledge (K-TEEM), and a measure of teacher beliefs (B-MTL).
Mathematics Formative Assessment System (MFAS)
MFAS was a multiyear, multiphase project involving development of tasks and rubrics designed for teachers to use during classroom instruction for the purpose of supporting formative assessment. Mathematics tasks were aligned with and based on the Next Generation Sunshine State Standards in mathematics, the Common Core State Standards in mathematics, and the Mathematics Florida Standards. The tasks and rubrics are available through CPALMS. Three successive research studies involving randomized-controlled trial designs were conducted: a 9-week pilot study involving kindergarten through third-grade, a one-semester study involving second-and third-grade, and a one-year study involving kindergarten and first-grade teachers and students.
Integrating STEM: Mathematics, Science, and Computing
This two-year project involved sustained professional development for middle-grades mathematics and science teachers in all of the middle schools in Citrus County, Florida. The project involved integration of mathematics and science through mathematical modeling using computer software (i.e., Excel, GeoGebra) and focused on the topic of water resource management.
FCR-STEMLearn: Summer 2014 Institute for Early Secondary Statistics and Probability
This project provided a two-week (11 day) summer institute for 74 secondary-level teachers representing 35 public school districts in Florida. The summer institute was based on two previously designed and implemented professional-development programs developed and delivered by Schoen and colleagues. The summer 2014 institute contained two primary components: content-focused teacher professional development, and development of participant-generated curriculum materials designed to implement the statistics and probability standards. The three concurrent sessions of the summer 2014 statistics institute were delivered by fifteen individuals, working in teams of five, comprised of a university professor in the mathematical sciences, high-school statistics teachers, and curriculum-development experts. Program evaluation used a randomized-controlled trial involving assignment of 180 teachers to the treatment or control condition. The primary outcome of interest in the program evaluation was the short-term and long-term impact on teacher knowledge in statistics and probability.
Leadership for Mathematics and Science Instruction
This project involved more than 600 school principals and teacher leaders in eight days of professional development per year. The professional development program focused on improving capacity for instructional leadership in mathematics and science at the elementary and secondary levels. This project was awarded through multiple grants from the Florida Department of Education, one of which was through the U.S. Department of Education’s Mathematics and Science Partnership program.