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Now showing 1 - 10 of 12
  • Publication
  • Publication
    Improving Data, Improving Outcomes Conference (ECDataWorks)
    (2018-08-15) Coffey, Missy; Grannemann, Kate; Sirinides, Philip
  • Publication
    The impact of OGAP on elementary math teacher knowledge and student achievement
    (2016-03-03) Supovitz, Jonathan A; Gray, Abigail
  • Publication
    School Readiness Reporting Guide
    (2018-12-01) Project, ECDataWorks
    This School Readiness Reporting Guide offers an overview of the types of data frequently included in school readiness reports, provides suggestions for including school- and community-level data elements in those reports, and demonstrates how those data can be presented to inform key audiences.
  • Publication
    Developing Teachers’ Instructional Vision for Inclusive Math Practice: The Role of Epistemic Experience
    (2022-04-21) Ebby, Caroline B; Hess, Brittany; Pecora, Lizzy
  • Publication
    Facilitating Collaborative Discussions around Video Artifacts of Mathematics Teaching
    (Consortium for Policy Research in Education, 2024) Caroline B. Ebby
    This 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 Association
  • Publication
    The Impact of OGAP on Elementary Math Teacher Knowledge and Student Achievement
    (2017-05-01) Supovitz, Jonathan A; Remillard, Janine; Nathenson, Robert A
    The Ongoing Assessment Project (OGAP) is a learning trajectory-oriented formative assessment program that develops teachers’ abilities to understand and apply research-based developmental trajectories in math content areas to deepen their thinking about their students. In OGAP, teachers learn to use a learning progression framework to continually assess and adapt their instruction to students’ developing understanding, aiming to move them towards more sophisticated strategies in a range of multiplicative contexts. For this reason, OGAP puts a premium on students’ precision of answer (including correctness and unit labeling) and sophistication of solution response. In this study we examine the multi-year impacts of OGAP on grades 3-5 student correctness and solution sophistication in multiplication on an open-ended assessment created by the Consortium for Policy Research in Education (CPRE) as part of a randomized experimental study of OGAP in Philadelphia schools. In order to assess the intervention’s impact on student learning in both correctness and sophistication, the research team developed an assessment measure with three vertically-equated grade-specific forms composed of open-ended items. The assessment asked students to show their work to allow for analysis of their correctness, strategies, and errors. The results show strong and consistent first year effects on student correctness and solution sophistication multiplication outcomes in all three grades that were assessed. However, these results did not persist during the second year of OGAP treatment, which focused on fraction, when controlling for end of first year results. When examining the second-year multiplication results using the baseline measure, the treatment impacts were present, reinforcing the strength of the first year effects. The next step is to examine year 2 effects in fractions, which was the focus of the second year of OGAP professional development. Additionally, since student and teacher turnover are manifest in Philadelphia, and consequently both students and teachers had different levels of exposure to OGAP, additional analyses are needed to incorporate student and teacher levels of exposure and implementation of OGAP into the models, to disentangle results by level of treatment.
  • Publication
    School-Based Structures That Support Teacher Use of Learning Trajectory Frameworks
    (2017-05-01) Remillard, Janine; Sam, Cecile; D'Olier, Jordan; Lyons, Hayden
    The OGAP intervention incorporates two approaches to mathematics instruction that are well supported by research, but have not been uniformly adopted in U.S. schools: The first is ongoing formative assessment by teachers to tailor instruction to student needs (Black & Wiliam, 1998); the second is the use of learning trajectories to specify conceptual pathways for student development within specific domains (Daro et al., 2011; Sztajn et al., 2012). Implementing OGAP in schools involves a great deal of learning on the part of teachers and school leaders. It also involves embracing a fundamental shift in how one thinks about learning and designing instruction. The OGAP intervention provided grade 3-5 teachers with tools to support learning-trajectory formative assessment practices (described in other papers) and professional development (week- long summer training and several additional training days during the academic year). We also included a site-based approach to increase understanding and capacity across all participating teachers. Each school was asked to hold a bimonthly Professional Learning Community (PLC) with the primary purpose of collaboratively analyzing student work, using learning trajectory frameworks and determining appropriate instructional responses. PLCs were envisioned as a primary structure to support use of OGAP in the schools throughout the year. They were also intended to situate the use of OGAP tools and routines in each school and normalize opportunities for discourse about student thinking among teachers (Putnam & Borko, 2000). By providing teachers with ongoing and consistent opportunities to discuss their own students’ work and use the OGAP frameworks to make instructional decisions, we anticipated they could potentially deepen teachers’ understanding of OGAP and their own students’ thinking. In this paper, we examine five PLCs in the OGAP project in order to consider the extent to which this potential was realized.