This study explored how and why principals decide to invest in math focused supplemental curricular materials, which types of materials they have purchased, and what they like about, dislike about, and want to see in materials in the market. The main reasons principals cite for purchasing supplemental materials are filling content gaps, differentiation, engagement, and accessibility.
Relationships build a foundation for learning, especially in the space of math learning, and can be a critical asset in countering the systemic inequities that limit certain groups of youth’s access to high-quality math resources and make them feel less belonged in math. this work aimed to gather community insights to help inform a practitioner-oriented toolkit for culturally responsive relationship building in the math classroom.
Intense debate surrounds assessments and accountability systems, with opponents raising concerns that they perpetuate racial and social inequity. This study highlights how key stakeholders – namely teachers, principals, and caregivers – think about assessments and measuring success for schools and students.
In engaging with caregivers, teachers, and principals, this study explores the barriers to developing and sustaining adult-student relationships and highlights promising methods for addressing these barriers. This study also highlights needs around training and in-school supports to improve adult-student relationships.
In a larger market assessment of teacher created materials with EdSolutions, ResultsLab tapped members of the K-12 Practitioner Panels to collect insights and perspectives of K-12 educators on the site TeachersPayTeachers. This subset of work add narrative color and nuance to understanding of why educators use TeachersPayTeachers and how they assess quality of resources.
Educational researchers have suggested that principals spend more time on building and maintaining relationships than any other function during the workday, and that their roles as both administrative managers, instructional leaders, and community leaders may sometimes conflict. However, there are few published insights surrounding the ways in which K-12 principals support, prioritize, and make decisions concerning math education. This study elevates insights from K-12 public school principals around math education in the context of their broader school management priorities and explored decision-making on different aspects of K-12 math education.
This study elevated community insights from K-12 mathematics educators about their experiences with instructional coaching and potential inequities in access to and benefits gained from instructional coaching. Findings reveal additional opportunities to explore social and professional dynamics around the instructional coaching role and its broader impact on student math learning and achievement.
Given the role that teachers, principals, and caregivers play in the lives of students, existing literature suggests that teachers and caregivers that show positive attitudes and higher levels of support towards their students, benefit from higher engagement in math fundamentals across all grade levels. This study explores how elementary teachers, parents, and caregivers perceive the fundamentals of math relative to their middle and high school counterparts.
As part of a larger study with EdSolutions focused on Context, Motivation, Engagement, and Persistence, this study aimed to infuse caregiver voice around student experiences in the math learning context. These findings examined strategies such as gamification, culturally responsive and sustainable education, and social-emotional learning, approaches that can help build a sense of belonging to help students achieve optimal math learning outcomes.
This study explores what is known about professional networks and tests hypotheses around how professional networks could be better leveraged to support math practitioners. Outcomes include insights on preferred network formats, perceived values of networks, limitations of accessibility and equity effects, and opportunities for networks as a collaboration approach.