About Our Work
Mathematics Teachers & Teaching Survey
(The MTTS Study)
We are conducting this study because we already know from the National Assessment of Educational Progress (NAEP) that student test scores have been rising over the past decade. What we do not know, however, is what teachers are actually doing in their classrooms to achieve these results. We also do not know how teachers today differ from those of a decade ago, in terms of preparation, knowledge, and resources to support their own learning. the study has been designed to address these issues. We will ask a national sample of 600 U.S. middle-school mathematics teachers to complete a survey and to video-record their classroom instruction. By comparing current and past samples of middle-school teachers and teaching, we can describe current practice and understand what has changed over time, thus informing future U.S. policy.
Data collection will take place between August 2016 - June 2017. To read more about the study, click here.
Developing Common Core Classrooms through Rubric-Based Coaching (MQI Coaching Project)
The theory of action that guides this study is based on the idea that intensive and sustained observation and feedback cycles will lead to improved teaching practice. The observation and feedback cycles are focused in 3 areas:
National Center for Teacher Effectiveness (NCTE)
With federal funding, NCTE worked with over 200 teachers in over 40 schools in Washington, D.C., Georgia, and Massachusetts. The project collected more than 1,100 hours of digital video of classroom math teaching along with more than 5,000 student surveys and assessments. NCTE will translate the results into a suite of practical instruments for use by teachers, schools, and school districts. NCTE’s research has been featured in The New York Times, Time, and Education Next.
"We are spending all this energy to improve the quality of teaching but have no systematic way to gauge what that teaching looks like. By observing a nationally representative sample, we can better inform policymakers about where we stand."
Time for a New Approach to Professional Development Research? Read the blog post by Stephen Sawchuck in Education Week