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Publication Examining sustainment of an evidence-based kindergarten literacy curriculum(University of Pennsylvania, 2023-05-01) Fink, Ryan; Suwak, Katarina; Lawson, Gwendolyn; Spilliane, MauricePublication What Makes a Culturally Responsive School? Leadership Conceptualizations, Enactments, and Implications(Consortium for Policy Research in Education, 2024-02-21) Katarina SuwakThis qualitative study uses data from a sample of school leaders across the United States to better understand the ways in which they conceptualize Culturally Responsive Schooling (CRS) and the types of practices school leaders enact to create more culturally responsive schools. Findings show that while leaders’ implementation of CRS practices are aligned with their definition of what they believe CRS is, there may be important aspects of CRS that are missing - both from leaders’ conceptualizations and from their enactments - in order to dismantle current systems of oppression and reimagine an educational approach that is inclusive of, and beneficial for all students.Publication Facilitating Collaborative Discussions around Video Artifacts of Mathematics Teaching(Consortium for Policy Research in Education, 2024) Caroline B. EbbyThis paper traces the development of responsive facilitation practices in online teacher communities focused on analyzing video artifacts of K-8 mathematics instruction. The study was part of the Responsive Math Teaching project, a research-practice partnership focused on improving mathematics instruction in a network of 14 under-resourced urban elementary schools. As part of the model for the development of instructional leadership, grade-level Collaborative Lesson Design groups engaged in regular cycles where they met online to plan a lesson, enacted that lesson in their classrooms, and then met again to debrief. Each group was composed of a university-based mentor, novice teacher leaders who were learning to facilitate the sessions, and teacher participants. Drawing on a situated perspective, we explored the following questions: What is involved in facilitating the sharing of video artifacts in online teacher learning communities? What are the component responsive facilitation practices? How do developing leaders use of those practices develop over time? We draw on our analysis to develop a framework that articulates how teacher leaders learned to facilitate discussions in ways that built on teacher knowledge, experiences, and contributions while also focusing on a professional learning goal. Paper Presented at the 2023 Annual Meeting of the American Educational Research AssociationPublication Assessing the Efficacy of Learning Trajectory-Oriented Formative Assessment(Consortium for Policy Research in Education, 2023) Caroline B. EbbyDeveloping early number sense and additive reasoning is crucial for academic success. This report examines the impact of the Ongoing Assessment Project (OGAP) on PreK-3 student learning in a large urban district, focusing on the effectiveness of learning trajectory-oriented formative assessment in enhancing mathematics education. OGAP aims to enhance teachers’ capacity to employ research-based student learning trajectories for informed, tailored instruction. The study investigates the impact of one year of OGAP teacher professional development on PreK-3 student math performance, considering the challenges posed by the COVID-19 pandemic, school closures, and the prior year’s remote learning. Impacts of the intervention were assessed via a quasi-experimental design. The study compares the students in the school where teachers received OGAP training to students in a demographically similar matched sample of schools. Teachers who participated in OGAP training reported substantial positive changes in instructional practices. Findings indicate that students in OGAP classrooms outperformed their peers, particularly in basic number knowledge and fact fluency as measured by the STAR curriculum-based measures, but not on the more comprehensive TEMA-3 assessment. These findings offer valuable insights into the relationship between OGAP’s professional development and student outcomes in early math education, especially in the context of a challenging school year. Long-term impacts will be explored in the second and third phase of the implementation.Publication RMT Launch Preparation(Consortium for Policy Research in Education, 2023) Responsive Math Teaching ProjectThe Responsive Math Teaching Project's (RMT) Launch Preparation is a guide to support the planning of the Launch portion of a lesson. The framework outlines a teacher's goals during Launching which include establishing individual and collective understanding and then building a bridge to solving the task.Publication RMT Facilitating Productive Struggle Framework(Consortium for Policy Research in Education, 2023) Responsive Math Teaching ProjectThe Responsive Math Teaching Project's (RMT) Facilitating Productive Struggle Framework is a guide to support the planning of the Facilitating Productive Struggle portion of a lesson. The framework outlines a teacher's two main goals during Facilitating Productive Struggle which include understanding a learner's idea and helping the learner move forward with their idea.Publication RMT Blank Lesson Plan B(Consortium for Policy Research in Education, 2023-08-31) Responsive Math Teaching ProjectThe Responsive Math Teaching Project's (RMT) Blank Lesson Plan B is a template that includes lesson planning prompts and guides including launching a task, facilitating productive struggle, and discussing learner thinking.Publication RMT Discussing Learner Thinking Framework(Consortium for Policy Research in Education, 2023-08-31) Responsive Math Teaching ProjectThe Responsive Math Teaching Project's (RMT) Discussing Learner Thinking Framework is a guide to support the planning of the Discussing Learner Thinking portion of a lesson. First, the framework outlines a teacher's three main goals during Discussing Learner Thinking. Second, it provides some talk moves and categories for Discussing Learner Thinking.Publication RMT Blank Lesson Plan A(Consortium for Policy Research in Education, 2023-08-31) Responsive Math Teaching ProjectThe Responsive Math Teaching Project's (RMT) Blank Lesson Plan A is a template that includes lesson planning prompts and guides including articulating a mathematical goal, launching a task, facilitating productive struggle, discussing learner thinking and returning to a mathematical goal.Publication Child labor activities and schooling decisions in rural Côte d'Ivoire(Consortium for Policy Research in Education, 2023) Samuel KembouWe leverage data on 1,857 families in 140 rural cocoa-growing communities of Côte d'Ivoire to report on child work activities and schooling decisions. We distinguish between unpaid domestic labor and unpaid agricultural child labor activities reported by children in 2021 during the COVID-19 pandemic. We find that more than 80% of children participate in at least one household work activity and more than 50% in at least one agricultural work activity, with differences between boys and girls. Older boys performed more unpaid agricultural work activities, and girls performed more domestic work activities. Thirty-five percent of children were engaged in unpaid agricultural child labor, a rate similar to a national estimate of child labor in cocoa-growing communities of Côte d’Ivoire in 2018/19. Agricultural child labor and schooling are predicted by a child’s age and gender, household factors such as parental age, family size, multidimensional poverty, and community factors, especially community-level child labor rates. Social protection and education programs targeting older boys could improve their schooling outcomes and reduce agricultural child labor. Likewise, addressing acute poverty with multifaceted programs reducing consumption-based poverty, poor parental education, and improving community infrastructures could reduce child labor.