Results From Research-Practice Partnerships Focused on Organizational and Individual Capacity-Building to Improve Mathematics Instruction

Session Type: Structured Poster Session

Abstract

Research-practice partnerships (RPPs) are an increasingly common organizational form for educational improvement. This structured poster session highlights findings from the first three years of the BLINDED Project that involve multi-year RPPs focused on math instructional improvement between a university and three K-8 school districts. A significant part of this work includes the co-development and co-implementation of professional development designed to improve teachers’ and administrators’ understanding of effective math teaching and learning, and to enhance the organizational capacities of schools and districts to support such instructional improvements in math. Posters will present results on development of individual and organizational capacities at district-, school-, and teacher-levels, factors that influenced capacity development in various district contexts, and leading indicators of RPP effectiveness.

Sub Unit

• SIG-Improvement Science in Education

Chair

• Benjamin M. Superfine, University of Illinois at Chicago

Papers

• Results From Research-Practice Partnerships Focused on Organizational and Individual Capacity-Building to Improve Mathematics Instruction (Poster 1) - Alison Castro Superfine, University of Illinois at Chicago; Benjamin M. Superfine, University of Illinois at Chicago; Craig De Voto, University of Illinois at Chicago; Marc Dewit, University of Illinois at Chicago; Ahreum Han, University of Southern California; Enisa Selimbegovic Akgul, University of Illinois at Chicago; Yue Yin, University of illinois at Chicago

Discussant

• Cynthia E. Coburn, Northwestern University