#  Research Library 

 



##  Research Studies 

 



  [### Developing Ambitious Mathematics Instruction Through MQI Coaching

 ](/resource/developing-ambitious-mathematics-instruction-through-mqi-coaching)Explore research findings from a randomized controlled trial on MQI Coaching published in 2019.



 

 

   ![MQI Research Brief](/sites/g/files/omnuum3591/files/styles/hwp_scale_small/public/2026-02/Screenshot%202026-02-27%20at%2011.53.41%E2%80%AFAM.png?itok=dOSy8sXG) 

 



 

 

   [### Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial In a Large-Scale Online Course

 ](/resource/can-automated-feedback-improve-teachers-uptake-student-ideas-evidence-randomized)Examine the design and effectiveness of an automated, natural language processing–based feedback tool for teachers, comparing instructors who received automated feedback with those in a control condition in an online computer science course. Findings



 

 

   ![Can Automated Feedback Improve Teachers' Uptake of Student Ideas?](/sites/g/files/omnuum3591/files/styles/hwp_scale_small/public/2026-01/Can%20Automated%20Feedback%20Improve%20Teachers%27%20Uptake%20of%20Student%20Ideas.png?itok=Wo6DN5m5) 

 



 

 

   [### Automated Feedback Improves Teachers’ Questioning Quality in Brick-and-Mortar Classrooms: Opportunities for Further Enhancement

 ](/resource/automated-feedback-improves-teachers-questioning-quality-brick-and-mortar-classrooms)Explore whether AI-powered, automated feedback can improve teachers’ questioning practices in real, in-person classrooms, comparing instructors who received targeted feedback on focusing questions with those in a control condition. Findings from a



 

 

   ![Automated Feedback Improves Teachers’ Questioning Quality in Brick-and-Mortar Classrooms: Opportunities for Further Enhancement](/sites/g/files/omnuum3591/files/styles/hwp_scale_small/public/2026-01/Automated%20Feedback%20Improves%20Teachers%E2%80%99%20Questioning%20Quality%20in%20Brick-and-Mortar%20Classrooms%20Opportunities%20for%20Further%20Enhancement.png?itok=DC9xQTfs) 

 



 

 

   [### Facilitating Evidence-Based Instructional Coaching With Automated Feedback on Teacher Discourse

 ](/resource/facilitating-evidence-based-instructional-coaching-automated-feedback-teacher-discourse)Analyze how the M-Powering Teachers (MPT) automated feedback tool supports evidence-based instructional coaching by tracking teacher–student discourse metrics such as talk ratios and instructional talk moves. Findings highlight the need for stronger



 

 

   ![Facilitating Evidence Based Instructional Coaching With Automated Feedback on Teacher Discourse ](/sites/g/files/omnuum3591/files/styles/hwp_scale_small/public/2026-01/Facilitating%20Evidence%20Based%20Instructional%20Coaching%20With%20Automated%20Feedback%20on%20Teacher%20Discourse%20thumbnail.png?itok=P2L_C_m4) 

 



 

 

   [### Equity-Focused, Rubric-Based Coaching: An Incremental Improvement Approach to Supporting Teachers to Shift Toward More Equitable Mathematics Instruction

 ](/resource/equity-focused-rubric-based-coaching-incremental-improvement-approach-supporting-teachers)Examine how HEAR-MI Coaching, a video- and rubric-based professional learning model, supports mathematics teachers in making incremental, equity-focused instructional improvements through structured coaching cycles and teacher-selected goals. Pilot



 

 

   ![Equity-Focused, Rubric-Based Coaching: An Incremental Improvement Approach to Supporting Teachers to Shift Toward More Equitable Mathematics Instruction](/sites/g/files/omnuum3591/files/styles/hwp_scale_small/public/2026-01/Equity%20Focused%2C%20Rubric%20Based%20Coaching_An%20Incremental%20Improvement%20Approach%20to%20Supporting%20Teachers%20to%20Shift%20Toward%20More%20Equitable%20Mathematics%20Instruction.png?itok=Rt_Gb-qe) 

 



 

 

   [### The Design of Video-Based Professional Development: An Exploratory Experiment Intended to Identify Effective Features

 ](/resource/design-video-based-professional-development-exploratory-experiment-intended-identify)Explore the design and effectiveness of video-based professional development for mathematics teachers, comparing the impact of different video sources (teachers' own vs. stock) and facilitation types (teacher-led vs. facilitator-led) on teacher learning



 

 

   ![The Design of Video Based Professional Development: An Exploratory Experiment Designed Intended to Identify Effective Features](/sites/g/files/omnuum3591/files/styles/hwp_scale_small/public/2026-01/The%20Design%20of%20Video%20Based%20Professional%20Development_An%20Exploratory%20Experiment%20Designed%20Intended%20to%20Identify%20Effective%20Features_0.png?itok=TFZN-1Dx) 

 



 

 

  

 

 

 

 

### The MQI Research Study 

 

The MQI research study included the development and implementation of the [MQI Coaching Cycle](https://mqicoaching.cepr.harvard.edu/coaching-cycle), as well as a rigorous evaluation of the program’s effectiveness using a teacher-level random assignment design.



 [ Explore the research study arrow\_circle\_right ](https://mqicoaching.cepr.harvard.edu/research-study) 

 



      ![Students learning](/sites/g/files/omnuum3591/files/styles/hwp_1_1__480x480/public/2025-01/photo-1509062522246-3755977927d7.jpeg?itok=kqrnCbCn) 

 

 

  

 



 

 

 

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 [### Explore our active research projects.

 ](https://mqicoaching.cepr.harvard.edu/current-research)