Developing Ambitious Mathematics Instruction Through MQI Coaching
Resource
Explore research findings from a randomized controlled trial on MQI Coaching published in 2019.
Research Library
Content tagged with Research Library
Not finding what you're looking for? Try using Advanced Search.
Not finding what you're looking for? Try using Advanced Search.
Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial In a Large-Scale Online Course
Resource
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
Automated Feedback Improves Teachers’ Questioning Quality in Brick-and-Mortar Classrooms: Opportunities for Further Enhancement
Resource
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
Facilitating Evidence-Based Instructional Coaching With Automated Feedback on Teacher Discourse
Resource
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
Equity-Focused, Rubric-Based Coaching: An Incremental Improvement Approach to Supporting Teachers to Shift Toward More Equitable Mathematics Instruction
Resource
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
The Design of Video-Based Professional Development: An Exploratory Experiment Intended to Identify Effective Features
Resource
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