Designing Learning Organizations for Instructional Improvement in Mathematics

Vanderbilt University, Nashville TN

Investigators

Abstract

This five-year project investigates, tests and refines a comprehensive set of conjectures about school and district support structures that enhance the effectiveness of teacher development interventions in mathematics. The project involves middle schools in four urban school districts that have partnered with the Institute for Learning at the University of Pittsburgh and has both a formal hypothesis-testing component and a design research component. One outcome of the project is an implementation support framework that identifies key support structures, explains why they are important and illustrates how their development can be accomplished.