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Data Use Practices for Improved Mathematics Teaching and Learning: The Importance of Productive Dissonance and Recurring Feedback Cycles

by Jolley Bruce Christman, Caroline B. Ebby & Kimberly A. Edmunds - 2016

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Cite This Article as: Teachers College Record Volume 118 Number 11, 2016, p. 1-32
https://www.tcrecord.org ID Number: 21628, Date Accessed: 7/5/2020 3:18:31 AM
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About the Author
  • Jolley Christman
    Research for Action
    JOLLEY BRUCE CHRISTMAN is a founder of Research for Action, whose mission has been to conduct rigorous studies designed to provide a broad range of educational stakeholders with the information they need to improve student outcomes and strengthen schools and communities. Her research interests include professional learning communities and organizational learning, civic engagement and school reform, and the privatization of public education. Her work has been included in recent compilations, including Between Public and Private: Politics, Governance and the New Portfolio Models for Urban School Reform, American School Reform: What Works, What Fails, and Why, and The Transformation of Great American School Districts.
  • Caroline Ebby
    University of Pennsylvania
    E-mail Author
    CAROLINE B. EBBY is a senior researcher at the Consortium for Policy Research in Education (CPRE) and an adjunct associate professor of mathematics education at the Graduate School of Education at the University of Pennsylvania. Her research focuses on the use of learning trajectories and formative assessment to improve mathematics instruction. She leads the development, use, and analysis of the TASK instrument, an online assessment of how teachers interpret student work for instruction. She has published articles in Journal for Mathematics Teacher Education, Journal of Mathematical Behavior, Teaching Children Mathematics, Mathematics Teaching in the Middle School, and most recently a chapter “Conceptualizing Teachers’ Capacity for Learning Trajectory Oriented Formative Assessment in Mathematics” in J. A. Middleton, J. Cai, & S. Hwang (Eds)., Large Scale Studies in Mathematics Education (Springer, 2015).
  • Kimberly Edmunds
    Equal Measure
    E-mail Author
    KIMBERLY A. EDMUNDS is a senior consultant at Equal Measure in Philadelphia, PA, where she works on multiple evaluation projects, particularly in the areas of college and career readiness and postsecondary access and success. Stemming from her graduate studies in urban spatial analytics, she has a special interest in discovering ways to integrate geographic information systems as part of mixed-methods research that illuminates the complex relationships between educational opportunity and structural barriers, like residential segregation, concentrated poverty, and school choice systems. She is furthering her interdisciplinary interests through a graduate program in organization development and leadership. Recent publications include Edmunds, K., Pearsall, H., & Porterfield, L. (2015). Narrowing pathways? Exploring the spatial dynamics of postsecondary STEM preparation in Philadelphia, Pennsylvania. The Urban Review, 47(1), 1–25; Hartmann, T., Gao, J., Kumar, A., & Edmunds, K. (2013). A Snapshot of OST Programming in Philadelphia: An Evaluation of Six 21st Century Community Learning Center Grantees. Philadelphia: Research for Action.
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