Proportional reasoning is the ability to use multiplicative thinking and make multiple comparisons. It is known to be challenging for many students and at the same time, many teachers require support to develop sufficient subject matter knowledge and pedagogical content knowledge to teach the diverse concepts that underpin proportional reasoning.…

Data from a large-scale math intervention program were used to evaluate the degree to which implementation fidelity (IF) and interventionist content knowledge were associated with student outcomes. Data were available for 33 interventionists serving 658 students in Grades 4-6 across one school year. A series of multilevel models were fit to the…

This research summary accompanies the report "Final Report of the i3 Impact Study of Making Sense of SCIENCE, 2016-17 through 2017-18." Science education has experienced a significant transition over the last decade, catalyzed by a re-envisioning of what students should know and be able to do in science. That re-envisioning culminated in…

Science education has experienced a significant transition over the last decade, catalyzed by a re-envisioning of what students should know and be able to do in science. That re-envisioning culminated in the release of the Next Generation Science Standards (NGSS) in 2013. The new standards set off a chain reaction of standards adoption and…

We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4-8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards…

Over a decade ago, Borko (2004) raised the awareness of the education research community to the critical need for studies of teacher professional development (PD) programs. She states on page 13: "My challenge to the educational research community is this: We have much work to do and many questions to answer in order to provide high-quality…

These appendices accompany the report "Final Report of the i3 Impact Study of Making Sense of SCIENCE, 2016-17 through 2017-18." Science education has experienced a significant transition over the last decade, catalyzed by a re-envisioning of what students should know and be able to do in science. That re-envisioning culminated in the…

This report examines the impact of content-intensive Professional Development (PD) on teachers' math content knowledge, their instructional practice, and their students' achievement. The study's PD had three components, totaling 93 hours. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that…

Improving math achievement among U.S. students remains a high priority as results from recent math assessments continue to show room for improvement. For example, 60 percent of fourth-graders scored below the proficient level on the 2015 National Assessment of Educational Progress. On the most recent Program for International Student Assessment's…

Recent results from national and international assessments continue to show a need for improvement in math achievement among U.S. students. For example, 60 per-cent of grade 4 students scored below the proficient level on the 2015 National Assessment of Educational Progress. In an era of increasingly rigorous state standards, teachers at all grade…

This study sought to identify components of an asynchronous online teacher professional development program, "Prime Online," that potentially affected participants' mathematical knowledge for teaching (MKT). Twenty-three third- through fifth-grade general education and special education teachers completed a yearlong online teacher…

This research study is a mixed-methods quantitative and qualitative study that analyzed data from an intensive, long-term professional development project named, "Project: Making Mathematics Matter. (PM[superscript 3])" carried out in two low-performing, high-poverty districts. Two of the districts served as treatment districts and ALL…

The aim of this study is to explain how planning educational trips out of school environments for training purposes should be as well as to determine the opinions and the practices of prospective science teachers. The study that lasted for two years was carried out in parallel with the elective course "Science Education in Informal Learning…

This study examines the impact of a nationally disseminated professional development program, Developing Mathematical Ideas (DMI), on teachers' specialized knowledge for teaching mathematics and illustrates how such research could be conducted. Participants completing 2 DMI modules were compared with similar colleagues who had not taken DMI.…

This report contains resources to help researchers and policymakers review measures used in NCEE evaluations of educational interventions. The measures included in the Compendium are applicable to settings for preschool through grade 12. The Compendium discusses criteria and their importance in selecting measures for assessing intervention impacts…