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We propose to
study how to provide, on a large scale, the professional development and
continuing support teachers need to improve student achievement in
mathematics. Over five years of a longitudinal study, we will examine
how the use of specific research-based instructional strategies in the
classroom-supported by professional development and highly rated
curriculum materials -related to lasting improvements in student
learning.
An experimental study in
Years 4 and 5 will test the feasibility of delivering professional
development and ongoing support cost-effectively on a large scale.
The University of Delaware and Texas
A&M University, working in partnership with project 2061 of the
American Association for
the Advancement of Science (AAAS), will address Focus Area II of IERI
program solicitation: Transition to Increasingly Complex Science and
Mathematics Learning. The research questions for the proposal are
designed to study in the interactions of teaching practices, curriculum materials,
and professional development to understand how they can be optimized to
improve student learning. |
