Toni Smith
Associated IES Content
Grant
Classwide Fraction Intervention With Peer-Assisted Learning Strategies to Support Learning Acceleration
The purpose of this project is to adapt, evaluate, and prepare to scale CFI+PALS, a product for fifth grade students that combines Classwide Fraction Intervention (CFI) with Math Peer-Assisted Learning Strategies (PALS). COVID-19 learning loss has impacted students in high-poverty elementary schools, particularly in math. To accelerate math learning, teachers in these schools need innovative, evidence-based methods that incorporate a dual focus on grade-level content and content from earlier...
Federal funding program:
Award number:
R305N220008
Grant
Efficacy Study of the Simulated Instruction in Mathematics Professional Development
The Simulated Instruction in Mathematics Professional Development (SIM PD) program is an innovative professional development (PD) program that offers (1) a focus on research-based math instructional strategies and (2) the unique opportunity to practice implementing these strategies in a mixed-reality environment with support of a coach and teacher colleagues. The program responds to the critical need in the field for ways to develop math teachers' ability to use the focal strategies, which h...
Federal funding program:
Award number:
R305A220035
Grant
Building and Sustaining the Capacity of Local Math Coaches to Support College- and Career-Ready Mathematics Instruction
In this project, the project team will develop, refine, and evaluate a coaching intervention for elementary math teachers to be implemented by local district coaches. A math-specific observational coding system, the Mathematical Quality of Instruction (MQI), guides 1:1 and group coaching activities that emphasize teacher video analysis and practice with feedback. The pilot study will assess the implementation and promise of the fully developed intervention on teacher practice and student ach...
Federal funding program:
Award number:
R305A190195
report
Descriptive Study
Gearing Up to Teach the Common Core State Standards for Mathematics in Rural Northeast Region Schools
This study describes key challenges and necessary supports related to implementation of the Common Core State Standards for Mathematics (CCSSM) identified by rural math educators in the Northeast. The research team interviewed state and district math coordinators and surveyed teachers in Maine, New Hampshire, New York and Vermont, to assess their most pressing challenges and associated needs. Key challenges included time and support for teachers to change their instructional practices to meet...
Dec 01, 2014