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ERIC Number: EJ1056840
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1082-4669
Research-Practice Partnerships to Support the Development of High Quality Mathematics Instruction for All Students
Rosenquist, Brooks A.; Henrick, Erin C.; Smith, Thomas M.
Journal of Education for Students Placed at Risk, v20 n1-2 p42-57 2015
The gap in achievement in mathematics between at-risk students and their more advantaged counterparts is a persistent problem of the U.S. education system. Although some research-based curricula and pedagogy have demonstrated promise in supporting students from diverse backgrounds to develop conceptual understanding and procedural fluency in mathematics, scaling up instructional change across a district organization is a significant challenge. The Middle School Mathematics and the Institutional Setting of Teaching (MIST) Project is a research-practice partnership seeking to understand how large urban school districts can support the development of rigorous and equitable middle-school mathematics instruction at scale. This article enumerates the goals and design of this multiyear, multidistrict partnership, and describes one illustrative example of how our partnership activities informed and supported one district's efforts to improve mathematics instruction over multiple years. General recommendations for district--researcher partnerships are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: ESI-0554535|DRL-0830029|DRL-1119122