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MQI Projects:  Video-based Observation

Access to new technologies has changed the way that we think about classroom observations.  The Center for Education Policy Research at Harvard University is actively exploring how video-based classroom observations can provide key insight into teachers' mathematical knowledge for teaching , use of curriculum resources, and instructional practice.

About Our Work

Featured Projects

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Mathematics Teachers & Teaching Survey (MTTS):    

The MTTS study has invited a national sample of 400 middle-school mathematics teachers to video-record their classroom instruction.  By comparing current and past examples of middle-school teachers and teaching, we hope to describe current U.S. middle-school math instruction and how it has changed over time. 
Click here to learn more about our work.


Click here  to view the MTTS  "Help Desk" video resources.
MQI Coaching Cycle
MQI Coaching Cycle (click on image)
MQI Research Study 

The MQI research study included the development and implementation of the MQI Coaching Cycle, as well as a rigorous evaluation of the program’s effectiveness using a teacher-level random assignment design.

Participants
The study recruited 142 mathematics teachers (Grades 3–8) from two public school districts in a midwestern state. Seventy-two teachers were assigned to participate in MQI Coaching (treatment group), and 70 teachers were assigned to the control group. Most teachers participated in 10 or more MQI Coaching Cycles.  Click here to learn more about the study.

Click here  to view the MQI Coaching video resources.

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Center for Education Policy Research at Harvard University
National Center for Teacher Effectiveness
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