Explore research findings from a randomized controlled trial on MQI Coaching published in 2019.
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
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
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
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
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