Research-Practice Partnerships to Support the Development of High Quality Mathematics Instruction for All Students

Autor/inn/en	Rosenquist, Brooks A.; Henrick, Erin C.; Smith, Thomas M.
Titel	Research-Practice Partnerships to Support the Development of High Quality Mathematics Instruction for All Students
Quelle	In: Journal of Education for Students Placed at Risk, 20 (2015) 1-2, S.42-57 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2014.988335
Schlagwörter	Partnerships in Education; Theory Practice Relationship; Mathematics Instruction; Educational Quality; Educational Research; Equal Education; Achievement Gap; Middle School Teachers; Educational Objectives; Program Descriptions; Program Design; Alignment (Education); Accountability; Program Implementation; Research Design; Feedback (Response); Educational Cooperation; Data Analysis; Urban Schools; Instructional Improvement; Instructional Effectiveness; Interviews + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Theorie-Praxis-Beziehung; Mathematics lessons; Mathematikunterricht; Quality of education; Bildungsqualität; Bildungsforschung; Pädagogische Forschung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Educational objective; Bildungsziel; Erziehungsziel; Programme design; Programmaufbau; Programmplanung; Verantwortung; Forschungsdesign; Education; cooperation; Kooperation; Auswertung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Unterrichtsqualität; Unterrichtserfolg; Interviewing; Interviewtechnik
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01