Design Research With Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale


by Paul Cobb, Kara Jackson, Thomas M. Smith, Michael Sorum & Erin Henrick ó 2013

This chapter describes a partnership with four urban districts that aimed to develop an empirically grounded theory of action for improving the quality of mathematics instruction at scale. Each year, we conducted a data collection, analysis, and feedback cycle in each district that involved documenting the districtís improvement strategies, collecting and analyzing data to assess how these strategies were being implemented, reporting the findings to the district, and making recommendations about how the strategies might be revised. We distinguish between two distinct levels


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This article originally appeared as NSSE Yearbook Vol 112. No. 2.


Cite This Article as: Teachers College Record Volume 115 Number 14, 2013, p. 320-349
http://www.tcrecord.org ID Number: 18351, Date Accessed: 10/24/2017 1:42:47 AM

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