Robert Schoen
Associated IES Content
Single-Session Panels FY2024
FY2024 Single-Session Peer Review Panel
Grant
Supporting Teacher Enactment of the Probability and Statistics Standards—Replication
The current study will build on a previous IES-funded efficacy study to test the replication of Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS). The STEPSS intervention includes a replacement unit for the statistics and probability curriculum in grade 7 mathematics along with teacher professional development to support its implementation. The current study will test the replication of the intervention in different population of grade 7 learners. Over the pas...
Federal funding program:
Award number:
R305A240220
FY2022
FY2022 Single-Session Peer Review Panel
FY2021
FY2021 Single-Session Peer Review Panel
report
Impact Study
Effects of an Inquiry-Oriented Curriculum and Professional Development Program on Grade 7 Students' Understanding of Statistics and on Statistics Instruction
On average, Florida students earn only half of the points possible in the statistics content area of the state's annual mathematics assessment. Leaders in Broward County Public Schools, a large, diverse, urban school district, viewed changes to statistics curriculum and instruction as one way to address this issue. This study randomly assigned 40 middle schools in the district to either implement a replacement curriculum unit with four days of teacher professional development in probability a...
Jan 01, 2021
Publication number:
REL 2021 055
FY2020
FY2020 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
Grant
Follow-up to the Replicating the CGI Experiment in Diverse Environments Study
The purpose of this efficacy follow-up study was to evaluate the long-term effects of a teacher professional-development program based on Cognitively Guided Instruction (CGI) on school mathematics achievement in grades K through 5, which had been previously evaluated under an earlier IES grant (R305A120781). A further purpose was to conceptualize and develop an observational measure of the facets of mathematics instruction that are consistent with implementation of CGI principles to be used ...
Federal funding program:
Award number:
R305A180429
Grant
Examining Teacher Math Anxiety as a Malleable Factor Related to Student Outcomes
Teacher math anxiety consists of anxiety about their own math skills (general math anxiety) and anxiety about teaching math. In this study, the research team will examine how teacher math anxiety is related to math instructional practices and student outcomes (i.e., math attitudes and achievement). They will also examine math instructional practices as a potential mediator of the relation between teacher math anxiety and student outcomes. Researchers will follow students over two years to ex...
Federal funding program:
Award number:
R305A170463
Grant
Improvement of Elementary Fractions Instruction: Randomized Controlled Trial Using Lesson Study with a Fractions Resource Kit
The purpose of this study is to test the independent and combined impacts of lesson study and a fractions resource kit, developed and pilot tested with IES funding (Improving the Mathematical Content Base of Lesson Study: Design and Test of Two Research-Based Toolkits). In this efficacy study, the team will incorporate more extensive and rigorous control conditions in a field-based randomized test to gauge the impact of the interventions on student learning. The researchers are also making ...
Federal funding program:
Award number:
R305A150043
Grant
Replicating the CGI Experiment in Diverse Environments
Cognitively Guided Instruction (CGI) is a widely used professional development program for mathematics instruction in elementary school. Researchers propose to replicate a previous efficacy study to examine the impact of this intervention on student achievement in mathematics when implemented with a larger and more diverse sample of students. The study also seeks to identify the principal, teacher, and student characteristics that moderate intervention impact and to explore the mechanisms t...
Federal funding program:
Award number:
R305A120781
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