Andrews-Larson, C., Wilson, J., & Larbi-Cherif, A. (2017). Instructional Improvement and Teachers' Collaborative Conversations: The Role of Focus and Facilitation. Teacher College Record, 119(2), 1-37.
Berebitsky, D. & Andrews-Larson, C. (2017). Teacher Advice Seeking: Relating Centrality and Expertise in Middle School Mathematics Social Networks. Teachers College Record, 119(10).
Berebitsky, D. & Salloum, S. J. (2017). The Relationship between Collective Efficacy and Teachers' Social Networks in Urban Middle Schools. AERA Open.
Berebitsky, D. & Salloum, S. J. (in press). The Influence of Collective Efficacy on Mathematics Instruction in Urban Schools. Journal of Research on Organization in Education.
Boston, M. D., Henrick, E. C., Gibbons, L. K., Berebitsky, D., & Colby, G. T. (2016). Investigating How to Support Principals as Instructional Leaders in Mathematics. Journal of Research on Leadership Education, 1942775116640254.
Boston, M., & Wilhelm, A. G. (2015). Middle school mathematics instruction in instructionally-focused urban districts. Urban Education, 1-33. doi: 10.1177/0042085915574528.
Brasel, J., Garner, B., Kane, B. D., & Horn, I. S. (2015, November). Getting to the Why and How. Educational Leadership Online.
Cobb, P., & Jackson, K. (in press). Supporting teachers’ use of research-based instructional sequences. International Journal on Mathematics Education (ZDM).
Cobb, P., Jackson, K. & Dunlap, C. (2016). Design research: An analysis and critique. In L. D. English & D. Kirshner (Eds.) Handbook of International Research in Mathematics Education (3rd ed.), pp. 481-503, New York: Routledge.
Cobb, P., Jackson, K., Henrick, E., & Smith, T. M. (2018). Systems for instructional improvement: Creating coherence from the classroom to the district office. Cambridge, MA: Harvard Education Press.
Cobb, P., Jackson, K., Smith, T., Sorum, M., & Henrick, E. (2013). Design research with educational systems: Investigating and supporting improvements in the quality of mathematics teaching and learning at scale. In B. J. Fishman, W. R. Penuel, A.-R. Allen & B. H. Cheng (Eds.), Design based implementation research: Theories, methods, and exemplars. National Society for the Study of Education Yearbook (Vol. 112, Issue 2, pp. 320-349). New York: Teachers College.
Cobb, P., & Jackson, K. (2012). Analyzing educational policies: A learning design perspective. The Journal of the Learning Sciences, 21(4), 487-521.
Cobb, P., & Jackson, K. (2011). Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. Mathematics Teacher Education and Development, 13(1), 6-33.
Cobb, P., & Smith, T. (2008). The challenge of scale: Designing schools and districts as learning organizations for instructional improvement in mathematics. In K. Krainer, & T. Wood (Eds.), International handbook of mathematics teacher education: Vol. 3. Participants in mathematics teacher education: Individuals, teams, communities and networks (pp. 231-254). Rotterdam, The Netherlands: Sense.
Cobb, P. Jackson, K., Smith, H., & Henrick, E. (2017). Supporting improvements in the quality of mathematics teaching on a large scale. In S. Doff & R. Komoss (Eds.) Making Change Happen (pp. 203-221) New York: Springer.
Dunlap, C., Webster, M., Jackson, K. & Cobb, P. (2015). Schooling Leaders on the Common Core. Phi Delta Kappan Common Core Writing Project. Available at http://www.kappancommoncore.org/schooling-leaders-on-the-common-core/.
Gibbons, L. K. & Cobb, P. (accepted). Focusing on teacher learning opportunities to identify potentially productive coaching activities. Journal of Teacher Education.
Gibbons, L. K. & Cobb, P. (in press). Identifying coaching practices implicated in designing teacher learning opportunities. Elementary School Journal.
Gibbons, L., Garrison, A., & Cobb, P. (under review). Influence of the school context and coach characteristics on the extent to which coaches are central in teachers’ social networks.
Gresalfi, M., & Cobb, P. (2011). Negotiating a vision of high-quality mathematics teaching in the context of professional development. Journal for Research in Mathematics Education(42), 270-304.
Henrick, E. C., Cobb, P., Penuel, W. R., Jackson, K. & Clark, T. (2017). Assessing Research-Practice Partnerships: Five Dimensions of EffectivenessNew York, NY: William T. Grant Foundation.
Henrick, E., Cobb, P., & Jackson, K. (2015). Educational Design to support System-Wide Instructional Improvement. In A. Bikner-Ahsbahs, Ch. Knipping, & N. Presmeg (Eds.), Approaches to Qualitative Research in Mathematics Education. Examples of Methodology and Methods (pp. 497-530). (Springer Series: Advances in Mathematics education). Dordrecht, Heidelberg, New York, London: Springer.
Henrick, E., Munoz, M. & Cobb, P. (2016). A better research-practice partnership. Phi Delta Kappan, 98(3), 23-27.
Horn, I.S. (2016). Accountability as a Design for Teacher Learning: Sensemaking about Mathematics and Equity in the NCLB Era. Urban Education, 1-27. DOI: 10.1177/0042085916646625.
Horn, I. S., Garner, B., Kane, B. D., & Brasel, J. (2017). A taxonomy of instructional learning opportunities in teachers' collegial conversations. Journal of Teacher Education, 68(1), 41-54.
Horn, I. S., Kane, B. D., & Wilson, J. (2015, April). Making sense of student performance data: Data use logics and mathematics teacher learning opportunities. American Educational Research Journal, 52(2), 208-242.
Horn, I. S., Kane, B. D., Appelgate, M. A., Brasel, J., Garner, B. & Wilson, J. (in submission). Understanding access to expertise: An exploratory mixed methods approach.
Jackson, K., Cobb, P., Wilson, J., Webster, M., Dunlap, C., & Applegate, M. (2015). Investigating the development of mathematics leaders' capacity to support teachers' learning on a large scale. ZDM Mathematics Education, 47(1), 93-104.
Jackson, K., Gibbons, L., & Dunlap, C. (in press). Teachers views of students mathematical capabilities: Challenges and possibilities for ambitious reform. Teachers College Record.
Jackson, K., & Cobb, P. (2013). Coordinating professional development across contexts and role groups. In M. Evans (Ed.), Teacher education and pedagogy: Theory, policy and practice (pp. 80-99). Cambridge, UK: Cambridge University Press.
Jackson, K., Garrison, A., Wilson, J., Gibbons, L., & Shahan, E. (2013). Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. Journal for Research in Mathematics Education, 44(4), 646-682.
Jackson, K., & Wilson, J. (2012). Supporting African American students’ learning of mathematics: A problem of practice. Urban Education, 47(2), 354-398.
Jackson, K., Shahan, E., Gibbons, L., & Cobb, P. (2012). Launching complex tasks. Mathematics Teaching in the Middle School, 18(1), 24-29.
Jackson, K., & Cobb, P. (2010, April). Refining a vision of ambitious mathematics instruction to address issues of equity. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO.
Kane, B. D., & Rosenquist, B. (2018). Making the most of instructional coaches. Phi Delta Kappan, 99(7), 21-25.
Kane, B. D. (in submission). Facilitating teacher workgroups: Conceptually grounding local representations of practice.
Katterfeld, K. (2013). Setting instructional expectations: Patterns of principal leadership for middle school mathematics. Leadership and Policy in Schools, 12(4), 337-373.
Munter, C. (2015). Envisioning the role of the mathematics teacher. NCSM Journal of Mathematics Education Leadership, 16(1), 29-40.
Munter, C., & Correnti, R. (2017). Examining relations between mathematics teachers instructional vision, knowledge, and change in practice. American Journal of Education, 123(2), 171-202.
Munter, C. (2014). Developing visions of high-quality mathematics instruction. Journal for Research in Mathematics Education, 45(5), 584-635.
Munter, C. (2009, September). Defining visions of high-quality mathematics instruction. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith, (Eds.),Proceedings of the Thirty First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 983-991). Atlanta, GA: Georgia State University.
Nolen, S. B., Horn, I. S., & Ward, C. J. (2017). A taxonomy of instructional learning opportunities in teacher's workgroup conversation. Journal of Teacher Education, 68(1), 41-54.
Rigby, J. G., Larbi-Cherif, A. L., Rosenquist, B., Dunlap, C. J., Cobb, P. A., & Smith, T. M. (2017). Administrator observation & feedback: Does it lead toward improvement in inquiry-oriented math instruction? Education Administration Quarterly, 1-42.
Rigby, J. G., Andrews-Larson, C. J., Chen, I-C., (under review). Administrators Influence on Teachers Conversations about the Problem of Teaching Mathematics: A longitudinal case study. Journal of Educational Change.
Rosenquist, B. A., Wilhelm, A. G. & Smith, T. M. (under review). Will this be on the test?: Returns to discussion-based mathematics instruction on pre-CCSS assessments
Rosenquist, B., Henrick, E., & Smith, T. M. (2015). Research-practice partnerships to support the development of high quality mathematics instruction for all students. Journal of Education for Students Placed at Risk (JESPAR), 20:1-2, 42-57.
Sun, M., Wilhelm, A. G., Larson, C. J., & Frank, K. A. (2014). Exploring Colleagues’ Professional Influence on Mathematics Teachers’ Learning. Teachers College Record, 116(6).
Wilhelm, A. G. (2014). The enactment of cognitively demanding mathematical tasks: Investigating links to teachers’ knowledge and beliefs. Journal for Research in Mathematics Education, 45(5), 636-674.
Wilhelm, A. G., Munter, C., & Jackson, K. (2017). Examining relations between teachers explanations of sources of students difficulty in mathematics and students opportunities to learn. The Elementary School Journal, 117(3), 345-370.
Wilhelm, A. G. & Andrews-Larson, C. (2016). Why don't teachers understand our questions? Reconceptualizing teachers' "misinterpretation" of survey items. AERA Open, 2(2), 1-13. doi: 10.1177/2332858416643077.
Wilhelm, A. G., Chen, I.-C., Smith, T. M., & Frank, K. A. (2016). Selecting expertise in context: Middle school mathematics teachers' selection of new sources of instructional advice. American Educational Research Journal, 53(3), 456-491.
Wilhelm, A. G. & Kim, S. (2015). Generalizing from observations of mathematics teachers instructional practice using the Instructional Quality Assessment. Journal for Research in Mathematics Education, 46(3), 270-279.
DISTRICT FEEDBACK REPORTS
We prepare a feedback report for each collaborating district each year in which we share our findings about how the district’s instructional improvement strategies for middle-school mathematics are playing out in school and classrooms, explain gaps between the intended and implemented strategies, and make recommendations on how the district might adjust its strategies to make them more effective.
Two of the collaborating districts have given us permission to share redacted versions of the feedback reports that we shared with them in May 2011.
- District B Public Schools Feedback/Recommendation Report, May 2011
- District C Public Schools Redacted Feedback/Recommendation Report, May 2011
Cobb, P. (2017). "Improving Teaching at Scale" Episode 1705 of this podcast
Munter, C. (2014). "Developing Visions of High Quality Mathematics Instruction" Episode 1422 of this podcast
Wilhelm, A. (2014). "Mathematics Teachers' Enactment of Cognitively Demanding Tasks" Episode 1420 of this podcast
Jackson, K. (2013). "Exploring Relationships Between Setting Up Complex Tasks..." Episode 1317 of this podcast
Presentation by Paul Cobb - "Designing schools and districts as learning organisations for instructional improvement in mathematics"
Download the audio file and lecture slides
This presentation focused on improving mathematics teaching and learning at scale - adopting innovations that have proven effective in a small number of classrooms and reproducing them in a large number of classrooms. Professor Cobb argued that research should view maths teachers' instructional practices in their schools and jurisdictions; and detailed structures that might support the ongoing improvement of teachers' classroom practices. The lecture described an improvement plan for maths instruction being implemented by a large US school, its performance and future considerations. Professor Cobb concluded by discussing the value of research collaborations that bridge classroom instructional processes and the broader policy environment.
Video of discussion of project conjectures:
Designing Instructional Improvement in Mathematics