MIST
The Middle-school Mathematics and the Institutional Setting of Teaching (MIST) project seeks to develop an empirically grounded theory of action for improving the quality of mathematics instruction at scale. Its partners include researchers at Vanderbilt University and district leaders in two large urban school districts.
In addition to developing a theory of action related to improving mathematics teaching, the MIST project is developing and testing new approaches to designing with districts and to theory development. In addition, the project is using a broad range of implementation evidence to guide both theory development and capacity building.
MIST receives funding from the National Science Foundation.
-
Poster, Text
Research-Practice Partnerships as Joint Work at Boundaries
JESPAR-11.10.14-Final.pdf -
Web Link
Evaluating STEM Programs in Public Institutions in Communities: Focusing on Equity
Penuel, W. R. (2015, August). Evaluating STEM programs in public institutions in communities: Focusing on Equity. Paper presented at the STEM and Libraries Conference, Denver, CO.
-
Paper
Research-Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts
-
Chapter Extended Abstract, Poster
Theories and Research Methodologies for Design-Based Implementation Research: Examples from Four Cases
Russell, J. L., Jackson, K., Krumm, A. E., & Frank, K. A. (2013). Theories and Research Methodologies for Design-Based Implementation Research: Examples From Four Cases. Design based implementation research: Theories, methods, and exemplars, 157-191.
-
Chapter Extended Abstract, Poster
Towards an Evidence Framework for Design-based Implementation Research
-
Poster
Design Research with Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale
Cobb_etal_DBIR_AERA.pdf -
Poster, Text
Rigby Presentation on Teacher Collaborative Time in Math
Rigby_DRK12_Presentation.pdf