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Appendix D: Description of MSPs' Targeted Subjects and Grades, and Project Goals and Objectives as Stated in Grantee Documents

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APPENDIX D

Description of MSPs' Targeted Subjects and Grades, and Project Goals and Objectives as Stated in Grantee Documents

AWARD TYPE/COHORT/
GRANT No./TITLE
WEBSITE
TARGETED SUBJECT(S) (Grades) MSPs' PROJECT GOALS AND OBJECTIVES AS STATED IN GRANTEE DOCUMENTS
COMPREHENSIVE: Cohort I  
  1. North Carolina Partnership for Improving Mathematics and Science (NC-PIMS)

http://www.ncpims.org

mathematics and science (K-12)
  1. Develop leadership and policies to support instruction in science and mathematics;
  2. Create and deliver high quality professional development to teachers; and
  3. Design and implement activities that encourage students to remain engaged in science and mathematics learning
  1. New Jersey Math Science Partnership

http://nj.mspnet.org/

mathematics and science (PreK-12)
  1. Increase achievement and reduce achievement gaps in mathematics and science between children from families that differ in wealth and ethnicity;
  2. Increase and sustain the number, quality, and diversity of Pre-K-12 teachers of mathematics and science; and
  3. Evaluate the work done and document outcomes in order to support the partnership in a formative manner.
  1. Appalachian Mathematics and Science Partnership

http://appalachian.mspnet.org/

mathematics and science (PreK-12)
  1. Eliminate the "achievement gap" in mathematics, science, and technology (MST) for regional preK-12 students; and
  2. Build an integrated preK-12 and higher education system in this underserved area to insure the selection, development, and career-long support of a diverse and high quality mathematics and science teacher workforce.
  1. El Paso Math and Science Partnership

mathematics and science (PreK-12)
  1. Increase and sustain the quantity and quality of preK-12 mathematics and science teachers;
  2. Build school and district capacity to provide the highest quality curriculum, instruction and assessment, and ensure the highest-level achievement in mathematics and science;
  3. Align curriculum, instruction, and assessment of mathematics and science education;
  4. Increase college-going rates and majors in math, science and engineering; and
  5. Implement a research agenda that advances knowledge and understanding about the systemic improvement of mathematics and science education.
  1. Mathematics and Science Partnership: FOCUS Faculty Outreach Collaborations Uniting Scientists, Students and Schools

No External Website

mathematics and science (PreK-12)
  1. Construct a "future teacher highway" to increase the number, quality and diversity of preK-12 teachers of mathematics and science;
  2. Involve math and science professionals in "Discipline Dialogues" that cross segmental boundaries; and
  3. Create systemic reform in the professional development of preK-12 teachers of mathematics and science.
  1. SUPER STEM Education

No External Website

mathematics and science (PreK-12)
  1. Enhance the capacity of Baltimore County Public Schools to provide all students with challenging math and science curricula to increase system wide student STEM achievement and reduce the race and poverty achievement gaps;
  2. Increase the number, quality, and diversity of preK-12 math and science teachers, especially in low-performing underserved schools through professional development and alternative performance-based certification; and
  3. Conduct ongoing assessments of the Project's outcomes and contribute to the development of national capacity to introduce and sustain successful math and science education reform including hosting and presenting at conferences.
COMPREHENSIVE: Cohort II  
  1. System-Wide Change for All Learners and Educators (SCALE)

http://scalemsp.wceruw.org

mathematics and science (K-12)
  1. Implement strategies to transform core STEM teaching system-wide in each of the four partner school districts so that every student experiences deep, conceptually based instruction on core mathematics and science concepts on a continuing basis;
  2. Develop and implement immersion STEM learning experiences to ensure that every student in our partner districts experiences the process of engagement in an extended (e.g., four-week) scientific investigation at least once a year;
  3. Design a new environment for and implement new teacher preparation and development programs that give teachers a deeper grasp of STEM content and effective pedagogical strategies for engaging students in learning;
  4. Increase the participation of minority and female students in high school mathematics and science courses and send more of them to college as students in these fields, thus building a more diverse pool of potential STEM teachers; and
  5. Ensure that a culture of evidence permeates all lines of work in the partnership through a program of research and evaluation.
  1. Puerto Rico Math and Science Partnership

No External Website

mathematics and science (K-12)
  1. Enhance student achievement through challenging curricula and teacher empowerment;
  2. Increase and sustain K-12 math and science teachers through a professional education continuum;
  3. Improve knowledge base on math & science teaching and learning by means of assessment, evaluation, and research; and
  4. Create sustainable K-20 partnerships that leverage maximum support for K-12 math and science education.
  1. Promoting Rigorous Outcomes in Mathematics/Science Education (PROM/SE)

http://www.promse.msu.edu

mathematics and science  (K-16)
  1. Establish a base of empirical evidence to direct the reform efforts and build capacity in all partner sites to use data in revising content standards;
  2. Improve mathematics and science educational opportunities for all students across the K-12 partner sites by developing more coherent, focused, and challenging content standards; aligning K-12 standards with instructional materials; and eliminating tracking in grades K-8;
  3. Improve mathematics and science teaching so it is aligned with K-12 standards through professional development, focused on disciplinary content and subject knowledge for teaching; and
  4. Reform the preparation of future teachers so that content and context are central, and teachers at all levels are ready to teach challenging mathematics and science to diverse student populations.
  1. Milwaukee Mathematics Partnerships: Sharing Leadership for Student Success

No External Website

mathematics  (PreK-16)
  1. Implement and utilize the Comprehensive Mathematics Framework to lead a collective vision of deep learning and quality teaching of challenging mathematics across the Milwaukee Partnership;
  2. Institute a distributed mathematics leadership model that engages all partners and is centered on school-based professional learning communities;
  3. Build and sustain the capacity of teachers, from initial preparation through induction and professional growth, to understand mathematics deeply and use that knowledge to improve student learning; and
  4. Ensure that all students, PK-16, have access to, are prepared and supported for, and succeed in challenging mathematics.
  1. Math and Science Partnership of Southwest Pennsylvania

http://swpa.mspnet.org/

mathematics and science  (K-16)
  1. Increase the K-12 students' knowledge of mathematics and science through an increase in the breadth and depth of their participation in challenging courses within coherent curricula;
  2. Increase the quality of K-16 educator workforce through leadership-guided, data-based decision-making, and the effective implementation of challenging courses within coherent curricula; and
  3. Create sustainable coordination of partnerships in IUs that build intentional feedback loops between K-12 and IHE to tap the discipline-based expertise of IHE and to improve the mathematics and science learning experience for all undergraduates.
  1. Partnership for Reform in Science and Mathematics (PRISM)

http://www.gaprism.org/

mathematics and science (PreK-12)
  1. Raise expectations and achievement in science and mathematics in preK-12 schools while closing the achievement gap among demographic groups ( by providing challenging science and mathematics curricula and materials for all students; raising the awareness of students, parents, and the community of the need for all preK-12 students to complete challenging courses and curricula in science and mathematics);
  2. Raise student achievement in science and mathematics in preK-12 schools through increasing and sustaining the number, quality, and diversity of preK-12 teachers teaching science and mathematics (by providing high quality professional development to current preK-12 teachers who teach science and mathematics; strengthening the content and pedagogy in science and mathematics for future preservice teachers; ensuring a sufficient pipeline of highly qualified and diverse teachers to meet demand; and providing incentives for teacher assignment and retention to ensure access to highly qualified and experienced science and mathematics teachers by students who need them most); and
  3. Raise student achievement in preK-12 schools through increasing the responsiveness of higher education to the needs of preK-12 schools (by increasing the participation of science and mathematics faculty in teacher preparation and professional development; and providing incentives for science and mathematics faculty members to engage in research with preK-12 schools on effective practices in science and mathematics).
TARGETED: Cohort I  
  1. Mathematical ACTS

http://mathacts.ucr.edu

mathematics (4-9)
  1. Increase academic achievement of middle school students in mathematics in participating schools. Objectives:
    1. Decrease the existing mathematics achievement gaps between poverty and non-poverty students by raising achievement among poverty students by 25%;
    2. Increase the number of all students receiving a B- or better in 8th grade Algebra by 25%;
    3. Increase the number of students seeking extended learning opportunities in mathematics; and
    4. Increase the number of students enrolling in Geometry and higher-level mathematics courses.
  2. Increase the number of teachers with mathematics credentials and instructional competencies. Objectives:
    1. Triple enrollment in mathematics credential programs from preservice candidates;
    2. Increase by half the percentage of inservice teachers with mathematics credentials or specialization;
    3. Increase the mathematical proficiency of inservice teachers to Algebra II-Trigonometry competence; and
    4. Increase commitment of teachers to community of learners' career approach.
  1. Stark County Math and Science Partnership

http://stark.mspnet.org/

mathematics and science  (5-12) Increase student achievement and reduce the achievement gap for all students in secondary mathematics and science.
  1. Develop urban centers in collaboration with area colleges to increase student achievement and reduce the achievement gap;
  2. Increase inquiry teaching and real world problem solving skills of secondary math and science teachers; and
  3. Improve communication and collaboration between public schools (secondary mathematics and science teachers and administrators) and area college/university educational/content professors to promote a seamless transition between preservice preparation, induction year, and inservice training.
  1. Teachers and Scientists Collaborating

http://ciblearning.org/

science (K-8)
  1. Improve students' skills in science process and content, and exercise their skills in computation and written communication; 
  2. Improve student readiness for high schools science; and
  3. Raise math and language arts end-of-grade test performance through inquiry-based science.
  1. Vermont Mathematics Partnership

http://www.vermontinstitutes.org/index.php/vmp/

mathematics (PreK-12)
  1. Teachers and teachers in training deeply understand mathematics and can translate their knowledge into high levels of student learning;
  2. School support systems are rich with learning opportunities for students and teachers;
  3. Partner schools and districts use valid and reliable ongoing assessments and feedback systems to continuously improve mathematics learning for all students;
  4. Mathematicians and educators collaborate to develop high-quality professional development materials and protocols for teachers and teachers in training to build understanding of mathematics content, instructional practices, equity strategies and educational leadership; and
  5. Mathematicians and mathematics education faculty support collaborative research efforts among preK-12 educators, contributing to the state and national research base in the teaching and learning of mathematics.
  1. Cleveland Math and Science Partnership

http://cleveland.mspnet.org/

mathematics and science  (9-12)
  1. Increase and sustain the number, quality and diversity of middle grades (6-8) mathematics and science teachers within the Cleveland Municipal School District through the creation of a continuing education initiative linked to restructured graduate programs at local universities, and a mentoring program within the district;
  2. Increase the quality of high school (9-12) math and science teachers within the Cleveland Municipal School District through the creation of a continuing education initiative linked to new graduate-level courses at Case Western Reserve University (CWRU);
  3. Expand the mathematics and/or science content knowledge and use of inquiry-based methods of middle and high school teachers in the Cleveland Municipal School District.  (NCTM standards, NRC Science Standards, ODE Academic Content Standards, Cleveland Municipal School District Mathematics and Science Standards;
  4. Increase collaboration within each university in order to align continuing education and professional development to the applied needs of CMSD teachers of math and science in grades 6-12; and
  5. Positively impact student outcomes in math and science in grades 6-12 in the Cleveland Municipal School District.
  1. Alliance for Improvement of Mathematics Skills PreK-16

http://alliance.mspnet.org/

mathematics  (PreK-16) Prepare all students for success in college level math courses by the time they graduate from high school.
  1. Enhance professional learning for preK-16, administrators, teachers (preK-12), faculty (higher education), and counselors;
  2. Provide a challenging curriculum for all students;
  3. Enhance the application of technology for instruction and collaboration; and
  4. Conduct research on effectiveness of interventions.
  1. St. Louis Inner Ring Cooperative: Intervention Case Studies in K-12 Math and Science

No External Website

mathematics and science  (K-12, mainly 4-8)
  1. Enhance capacity to provide a challenging math and science curriculum for every student, particularly targeted at grades 4-8;
  2. Develop an exemplary program to support teachers from preservice education through the induction years of teaching;
  3. Develop a progression of professional development for teachers of grades 4-8 that impacts student achievement; and
  4. Narrow gaps between achieving and underachieving students in math and science.
  1. Texas Middle and Secondary Mathematics Project

hhttp://texas.mspnet.org/

mathematics  (4-12)
  1. Improve the capacity of teachers in 4-12 grade-level mathematics classrooms to impact student performance in mathematics; and
  2. Improve the awareness and involvement of mathematics higher education faculty regarding preparation and professional development of teachers.
  1. E-Mentoring for Student Success

http://www.newteachercenter.org/emss

science (6-12) Develop a national on-line, content-rich, mentoring system to improve the skills of, and provide support for, novice middle and high school science teachers.
  1. Improve middle and high school student achievement in science by developing e-mentoring networks of new teachers, mentors, and current and future faculty;
  2. Prepare a cadre of administrators to support beginning teachers and their mentors for improving student learning; 
  3. Meet a national need by developing standards for the mentoring and induction of beginning science teachers; and
  4. Develop a national e-mentoring network to disseminate the model developed by eMSS as it supports teachers of science nationwide.
  1. Learning to Teach, Teaching to Learn

Website Unavailable

* (Project Ended Early)

mathematics and science (K-12) Align a seamless teacher recruitment, preparation and development continuum in mathematics and science across grades K-12 during the years 2002-2007.
  1. Recruit undergraduate mathematics and science majors and tutors with close ties to Oakland into teaching;
  2. Restructure preservice programs to comply with net state induction legislation and to better meet the need of today's new teachers entering a diverse and low income urban school district;
  3. Provide sustained support to new teachers regardless of their status when they enter the district; and
  4. Increase teacher retention by establishing a culture of collegial support and life-long "learning to teach," developing a cadre of teaching fellows who will take on significant roles as adjunct faculty for preservice, new teacher support providers, and curriculum and assessment designers.
  1. Indiana University–Indiana Mathematics Initiative Partnership

http://www.indiana.edu/~iucme

mathematics  (K-12)
  1. Provide comprehensive professional development for leadership cadres of teachers and administrators; and
  2. Insure that all Indiana Mathematics Initiative (IMI) districts derive permanent benefits from a major effort currently underway at the IU-Bloomington campus to revise and supplement the mathematics courses taken by preservice elementary and secondary school teachers.  These linked courses will be created and delivered by teams consisting of faculty from the mathematics department, mathematics education, and experienced secondary teachers in IMI districts.
Specifically the partnership is to establish linkages between IU's preservice program and IMI districts to enhance the ability of the districts to both attract and retain qualified mathematics teachers. 
  1. Vertically Integrated Partnerships K-16 (VIP K-16)

http://www.scienceinquiry.org

science (9-16)
  1. Enrich science teacher knowledge in order to improve high school science instruction to better enable students to meet rigorousstate science standards as measured on the Maryland Science High School Assessments; and
  2. Improve the teaching skills of college science faculty in order to improve the quality of undergraduate general education science courses.
    1. Improve student learning outcomes, as measured by high school assessments;
    2. Improve teacher content knowledge in the sciences by providing high quality professional development to inservice high school teachers;
    3. Improve college faculty teaching skills by providing them with expert mentor/master teacher during summer institutes;
    4. Enhance graduate student teaching skills by exposing them to expert mentor/master teachers during summer workshops, and having them complete teaching portfolios; and
    5. Increase the number of undergraduate science students who choose teaching as a career.
  1. PRIME: Promoting Reflective Inquiry in Mathematics Education

http://www.primeproject.org

mathematics (PreK-12)
  1. Improve student achievement in mathematics for all pre-K-12 students in the Rapid City School District; and
  2. Increase and sustain the quality of pre-K-12 teachers of mathematics in the Rapid City School District over time.
    Objectives:
    1. Raise the mathematics achievement of all pre-K-12 students in the Rapid City School District according to criteria established by the state of South Dakota;
    2. Reduce the achievement gap between Native American and non-native students in the Rapid City School District;
    3. Reduce the number of high school students taking non college-preparatory math by a minimum of 20% over the five-year duration of Project PRIME;
    4. Increase the number of students taking upper level mathematics courses in middle school (Algebra) and high school by a minimum of 20% over the five-year duration of Project PRIME;
    5. Increase the number of students scoring 20 or above in the mathematics section of the ACT by a minimum of 20% over the five-year duration of Project PRIME;
    6.   Improve the ability of preservice teachers graduating from Black Hills State University College of Education to teach mathematics effectively as measured by the Horizon Classroom Observation Protocol; and
    7. Improve the ability of inservice teachers in the Rapid City School District to teach mathematics effectively as measured by the Horizon Classroom Observation Protocol.
  1. Deepening Everyone's Mathematics Content Knowledge: Mathematicians, Teachers, Parents, Students, and Community

No External Website

mathematics  (K-12) Develop effective ways to foster the mathematical content knowledge necessary for a successful implementation of reform mathematics curricula.
  1. Work toward institutional change and increased mathematics achievement of all K-12 students; and
  2. Enhance the capacity of schools to provide challenging curriculum for all students by developing a shared understanding of new goals and expectations about students' learning of mathematics, and increasing mathematical content knowledge among multiple constituencies (i.e., K-12 teachers, school support staff, and parents/community members) involved in the partnering K-12 districts.  A cadre of teacher leaders from these districts will serve as the primary vehicle for capacity building and the institutionalization of mathematics reform.
TARGETED: Cohort II  
  1. SUNY-Brockport College and Rochester City (SCOLLARCITY) Math and Science Partnership: Integrative Technology Tools for Preservice and Inservice Teacher Education

http://www.brockport.edu/cmst

mathematics and science  (7-12)
  1. Improve student outcomes in math and science at grades 7-12 in Rochester City School District and Brighton Central School District through an integrated technology approach to math and science education;
  2. Increase retention of high quality math, science and technology (MST) teachers through professional development (workshops, year-long coaching and graduate education);
  3. Increase the number of students majoring or seeking teacher certifications in MST programs at SUNY Brockport through scholarships and internships;
  4. Strengthen relationship with the local industry such as Xerox Corporation through internships to MST students;
  5. Foster collaboration between industry such as Texas Instruments through the use of new instructional technology; and
  6. Promote collaboration between national programs and organizations funded by NSF and DOE (through dissemination, building evidence, and sharing results and training materials).
  1. Revitalizing Algebra

http://math.sfsu.edu/hsu/msp/index.html

 

mathematics (8-10)
  1. Improve the teaching of Algebra in middle schools and high schools; 
  2. Create new teacher leaders at the middle school and secondary school level; 
  3. Change the climate in each school so that teachers continue to work on improving the teaching of algebra; 
  4. Encourage mathematics majors to seek a career in secondary education; 
  5. Help math majors to believe that underrepresented students from any socio-economic class can excel in mathematics with a good teacher and a good curriculum; 
  6. Improve graduate students' effectiveness as teachers; and
  7. Increase graduate students' interest in K-12 education.
  1. Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M)

http://taselm.fullerton.edu/tasel_m_index.html

mathematics (6-12)
  1. Increase students' mathematical content knowledge and achievement;
  2. Create a collaborative culture in schools that focuses on assessing student knowledge and implementing curriculum in pedagogically appropriate ways that addresses the students' needs; and
  3. Increase teachers' mathematics content knowledge.  A combination of site-based and summer institute professional development and mini-courses in mathematics forms the foundation of the program.
  1. Focus on Mathematics

http://www.focusonmath.org

mathematics (5-12)
  1. A coherent, content-based professional development program that deepens teachers' mathematical understanding;
  2. Increased student achievement and students' development as lifelong mathematical thinkers and users of the discipline; 
  3. A research experience: All students develop and present a mathematics research at least once in grades 8-11; 
  4. An integrated  preservice program connecting content and pedagogy that emphasizes the connection between  mathematical content, the process of doing mathematics, and the process of students' learning of mathematics; and
  5. A mathematical community among teachers, students, administrators, mathematicians, and mathematics educators who work together to put mathematics at the core of 5-12 mathematics education.
  1. Consortium for Achievement in Mathematics and Science

No External Website

mathematics and science

(6-8)

 

Provide intensive, sustainable, systemic reform in four urban school districts, with the vision that all middle school students will understand and be able to apply key concepts in mathematics and science. 
  1. Implement challenging instructional programs; 
  2. Build professional capacity in schools, the University, Educational Testing Service (ETS), and Merck Institute for Science Education (MISE); 
  3. Develop leadership among teachers, administrators, and university faculty;
  4. Develop a student-centered learning climate in every classroom; and
  5. Build parent and community support.
  1. The Mathematics and Science Partnership of Greater Philadelphia (MSPGP)

http://mspgp.mspnet.org/

mathematics and science (6-12) Facilitate and grow partnerships between grades 6-12 teachers, administrators, and faculty from higher educational institutions.
  1. Ensure that all students have access to, are prepared for, and are encouraged to participate and succeed in, challenging and advanced mathematics and science courses;
  2. Enhance the quality, quantity and diversity of the 6-12 mathematics and science teacher workforce; and
  3. Develop evidence-based outcomes that contribute to our understanding of how students effectively learn mathematics and science.
  1. The MSTP Project: Mathematics and Science

http://www.hofstra.edu/Academics/SOEAHS/tec/tec_mstp.cfm

mathematics (6-8)
  1. Enhance mathematical understanding of middle school students in participating schools; 
  2. Enhance mathematical content and pedagogical understanding of middle school teachers of mathematics, science, and technology in project schools; 
  3. Enhance higher education stem curricula and faculty pedagogical skills; 
  4. Align and improve mst curricula in project schools with respect to nys mathematics standards and assessments; 
  5. Increase the number of underrepresented minorities entering the mst teaching workforce in new york state; 
  6. Enhance the capacity of the nysed, partner universities, schools, and districts to engage in ongoing improvement of middle school mathematics; and
  7. Disseminate an innovative middle school mathematics program model.
  1. The East Alabama Partnership for the Improvement of Mathematics Education (TEAM-Math)

http://TEAM-Math.net

mathematics (K-12)
  1. Improve the mathematics achievement of students in partnership school districts;
  2. Reduce gaps in performance between subpopulations of those students;
  3. Increase the content and pedagogical knowledge of teachers in partnership school districts through intensive, sustained inservice, and increasing the understanding of school administrators of effective mathematics instruction;
  4. Increase the supply of qualified teachers through improved retention in partner school districts and recruitment of new teachers into teacher preparation programs at the institutions of higher education;
  5. Redesign the preparation of teachers at partnership higher education institutions to better provide new teachers with the content and pedagogical knowledge needed to effectively teach mathematics;
  6. Align district curriculum, instructional materials, and assessment practices to support instructional improvement; and
  7. Improve parental and community knowledge about mathematics education.
  1. Partnership for Student Success in Science (PS3)

http://www.basee.org

science (K-8)
  1. Build a sustainable long-term teacher development model for science in the region that leads to an increase in the pool of well-prepared K-8 science teachers; 
  2. Develop regional leadership capacity that provides and sustains high quality science teaching and learning;
  3. Ensure that all children have an outstanding science program that prepares them for complex decision making, technological careers and productive citizenry; and 
  4. Establish science as the vehicle for underrepresented minorities and English Language Learners (ELL) to become successful students.
    Specifically:
    1. Raise the overall science achievement in all PS3 targeted schools and narrow the achievement gap between PS3 high priority schools and their higher performing counterparts; 
    2. Improve the capacity of preservice and inservice teachers to deliver high quality science instruction; 
    3. Build the critical system supports necessary to help teachers achieve improved instruction and student success; and
    4. Build a functional and healthy partnership.
  1. North Cascades and Olympic Science Partnership

http://www.ncosp.smate.wwu.edu

science (3-10)
  1. All students succeed in challenging courses aligned with standards; 
  2. Administrators understand and support science education reform goals and programs; 
  3. Knowledgeable and confident teachers use curriculum with integrity and fidelity; 
  4. Increase the quantity, quality, and diversity of science teachers entering the workforce through effective preparation, recruitment, and retention; and
  5. Science education research provides evidence-based contributions to the learning and teaching knowledge base.
TARGETED: Cohort III  
  1. Boston Science Partnership

No External Website

science (6-12)
  1. Raise Boston Science Partnership (BPS) student achievement in science; 
  2. Significantly improve the quality of BPS science teachers; 
  3. Increase the number of students who succeed in higher-level courses in science and who are admitted to and retained in university science and engineering programs; 
  4. Improve science teaching both in BPS and at the universities; and
  5. Institutionalize these changes so that the Boston Science Partnership and its work will be sustained.
  1. Math and Science Partnership in New York City (MSPinNYC)

No External Website

mathematics and science (9-12)
  1. Develop partnerships and change cultures among a number of CUNY's senior colleges, community colleges, and two of ten Regions within the New York City Public School System; 
  2. Create, scale-up, implement, and field test student support, teacher recruitment, and a Collaborative Teaching Laboratory (CTL) professional development model; 
  3. Improve student understanding of content and performance on examinations; 
  4. Ensure that research characterizing the scientific method permeates every aspect of the project; and
  5. Institutionalize and sustain project outcomes.
  1. Project Pathways: A Math and Science Partnership Program for Arizona Targeted Project Track

No External Website

mathematics and science (9-12)
  1. Produce a model that generates a new professional enhancement delivery system for supporting secondary STEM teachers' continued professional growth; 
  2. Generate improved mathematics and science learning and achievement in grades 9-12; 
  3. Institutionalize the support structures, personnel development, and instructional sequences of a content-focused professional development system supported by professional learning communities; and
  4. Develop adaptable, transportable research-based tools to support and assess the Pathways professional development system and its components.
    Objectives:
    1. Increase secondary student achievement in math and science; 
    2. Close the achievement gap of minority students in each school by no less than 10%; 
    3. Improve students' problem solving, scientific inquiry and engineering design strategies and confidence in their STEM abilities; 
    4. Deepen teachers' understanding of mathematics, their knowledge of mathematical connections, and their ability to use mathematics in science applications; 
    5. Shift teachers' practice to inquiry and project-based methods; 
    6.   Gradually increase teachers' ability to reflect on, monitor, and adjust their classroom practices; 
    7. Measure shifts in teacher practice and student conceptual learning in ASU's introductory precalculus, calculus, physics, engineering, and other STEM courses; and
    8. Improve the success rate in ASU introductory precalculus, calculus, physics, and biology courses by no less than 15%.
  1. Rocky Mountain Middle School Math Science Partnership: 15 Months to Highly Qualified

No External Website

mathematics and science (6-8)
  1. Enhance teacher quality through intensive professional development that is grounded in scientifically-based research and tightly linked to quality instructional materials, and which results in certification for teaching mathematics or science in the middle grades and a corresponding endorsement in mathematics and science at the state level;
  2. Enhance access to challenging curriculum ensuring that all middle school students in the partner districts will have equitable access to challenging curriculum by supporting teachers and their districts in the implementation of challenging, research-based curriculum and providing outreach, intervention and research in "differentiated instruction," particularly as it relates to Native American and Hispanic students; and
  3. Enhance the teacher pipeline through institutionalized improvements in preservice preparation and recruitment focusing on expanding the supply and diversity of highly qualified middle grades teachers of mathematics and science.
  1. A Greater Birmingham Partnership: Building Communities of Learners and Leaders in Middle School Mathematics

No External Website

mathematics (6-8) Build a partnership that jointly increases mathematics achievement levels for all students (K-12) and narrows differences between diverse student populations.
  1. Increase the effectiveness of middle school mathematics teachers within GBMP school systems; 
  2. Increase the leadership capacity of middle school mathematics teachers within GBMP school systems; 
  3. Unite the GBMP stakeholders (teachers, administrators, parents, IHEs and the public) in support of mathematics education programs that are high-quality and effective; 
  4. Increase the mathematics achievement of all middle school students in partnership schools and reduce discrepancies of disaggregated mathematics achievement data within these schools.
INSTITUTE: Cohort II  
  1. Institute for Advanced Study/Park City Mathematics Institute

http://www.mathforum.org/pcmi/msp

mathematics (6-12)
  1. Provide a national model program for mathematics-based career-long professional development for middle and secondary mathematics teachers; 
  2. Effect systemic improvement of secondary mathematics teaching and learning in three school districts through a transfer mechanism designed with district principals, math specialists and teachers themselves; 
  3. Form a national cadre of "teacher-professionals," whose role is to partner with university and school district personnel in preparing teacher-leaders in mathematics, pedagogy and resource-building, to conduct content-based professional development for their fellow secondary teachers; 
  4. Expand the PCMI National Network of Professional Development and Outreach groups; and
  5. Adapt the professional development model to the needs of local school districts where PCMI Professional Development and Outreach groups now exist or will be established, and implement the transfer mechanism to allow PDO teacher-leaders to reach all secondary mathematics teachers in their districts.
INSTITUTE:  Cohort III  
  1. The Rice University Mathematics Leadership Institute

No External Website

mathematics (9-12)
  1. Develop a cadre of 80 lead teachers in mathematics (two per high school in each of the school districts) with experience and expertise in providing content and pedagogical support to their mathematics departments.  Lead teachers will serve as the intellectual leaders in mathematics and mathematics advocates on their campuses.  They will act as change agents responsible for catalyzing reform in mathematics instruction at their schools; 
  2. Establish a leadership program at individual campuses that will provide mathematics content and pedagogical support for the entire mathematics department at that campus; 
  3. Develop entire campus mathematics departments as cadres of highly qualified mathematics teachers who have the content and pedagogical knowledge to engage all students in rich and challenging learning activities; 
  4. Ensure that all high school students have access to, are prepared for, and encouraged to participate in challenging and advanced mathematics courses at their schools; and
  5. Impact the instructional practices of CAAM/MATH/STAT faculty, post-docs, and graduate students.
  1. NSF Institute: Preparing Virginia's Mathematics Specialist

No External Website

mathematics (K-5)
  1. Ensure a well-prepared mathematics specialist actively engaged in every elementary school in Virginia.
  2. Prepare a group of 50 exemplary elementary school teachers to provide intellectual leadership as school-based Mathematics Specialists who combine: a profound understanding of the mathematics studied in the elementary grades; an enthusiasm for mathematics and its applications; the special knowledge needed for effective teaching of mathematics; and the leadership skills needed to serve as inspirations and resources for their peers and the mathematics education profession; and
  3. Determine the extent to which a quality institute experience results in transforming the participating teachers from effective classroom teachers to disciplinary leaders who can infuse their schools and the broader profession with a commitment to taking the steps that enable all students to develop a deep understanding of mathematics and a capacity to be successful in advanced mathematics and science courses in subsequent years.
  1. Standards Mapped Graduate Education and Mentoring

http://smgem.mspnet.org/

mathematics (6-8)
  1. Facilitate a district-university partnership that raises the level of middle grade math and science achievement, teacher professional development, and involvement by university faculty.  Provides the groundwork for subsequent extensions of the partnership to other grade levels, disciplines, and school districts; 
  2. Empower teachers to be fully cognizant of the framework of the standards and their impact on their day to day teaching; 
  3. Generate a network of teachers which can sustain and propagate this knowledge in all middle schools of the Broward County School District; 
  4. Enrich teachers with mathematics, pedagogy and technology integration specifically connected to the framework of standards that they must teach, so that their classroom becomes a rich and productive learning environment; 
  5. Empower teachers with new learning strategies derived from creativity and discovery strategies; and
  6. Create a hierarchical community of teacher leaders and mentors that includes more than 50% of all middle grade math teachers.  Over 20% will receive advanced graduate credit.
  1. University of Pennsylvania Science Teachers Institute: Preparation and Retention of Highly Qualified Science Teachers Through Content Intensive Programs

No External Website

science (6-12)
  1. Improve the academic science content preparation of the current grade 5-12 science teacher workforce in the Philadelphia School District in particular and the mid-Atlantic region in general; 
  2. Improve the knowledge base of the current grade 5-12 science teacher workforce in using instructional strategies, practices and materials consistent with a research-based approach to teaching and learning; 
  3. Improve the 5-12 student science achievement in the classrooms of participating teachers and through their leadership activities in the classrooms of colleague teachers as well; 
  4. Increase the number of 5-12 students who continue to pursue course work and/or are able to seek employment in the sciences and science related fields; 
  5. Develop and continue to nurture science educators who are catalytic at the department, building, and district level; 
  6. Provide technology, print, audio-visual, and laboratory resources for use in the teaching and learning of teacher-participants in their Penn STI courses and on-loan in their own classrooms; 
  7. Provide the opportunity for building and district level administrators to study science education research, work with hands-on science materials in a research-based teaching and learning environment and to work with other administrators on the leadership issues associated with improving math and science education in their schools; 
  8. Adopt the same research-based teaching and learning models into the teaching of the sciences and mathematics at the university level; and
  9. Make the Penn STI's accessible to all qualified teachers through the necessary infrastructure for stipends, scholarships, appropriate course scheduling, and other logistics with might otherwise deter potential applicants.
  1. The Fulcrum Institute for Education in Science

http://fulcrum.tufts.edu

science (K-8)
  1. Develop a multi-year science leadership institute for K-8 educators (The Fulcrum Institute); 
  2. Engage 130 teachers of science in a long-term learning process (over 400 hours) through face-to-face and online learning communities; 
  3. Produce leaders in the classroom, school, and profession; 
  4. Involve the scientists from Tufts University, TERC, and from the External Advisory Board in doing what they do best: providing (a) insight into the science for the developers of the institute and online courses (b) vivid (videotaped) examples of how scientists reason about, discuss, and do science, and (c) expertise that institute participants can learn from during the online courses and face-to-face workshops; 
  5. Develop online technologies that: (a) immensely ease professional communication among practitioners, (b) encourage educators to think about science as something that takes place throughout the day, including outside of the classrooms they teach, and (c) to provide models of effective standards-based science learning in diverse classrooms; 
  6. Dramatically restructure the university-school district relations with regard to the supervision and induction of preservice teachers; 
  7. Transform the institute into a CAGS (Certificate of Advanced Graduate Studies degree) for teachers holding Masters degrees; 
  8. Develop the institute (both online and face-to-face components) in such a way that it can be adopted by other universities; and
  9. Track a wide range of measures related to the impact of the present project on teachers, their students and schools, and university faculty; promote the teachers' own research in their schools about student reasoning in science, and investigate the scientific reasoning of students, teachers, and scientists on the tasks integral to the institute.
  1. Math in the Middle Institute Partnership

http://www.math.unl.edu/~jump/Center1/M2.html

 
mathematics (5-8)

Improve student achievement in mathematics and to significantly reduce achievement gaps in the mathematical performance of diverse student populations.

  1. Enrich participating teachers' mathematical knowledge;
  2. Assist teachers in transferring mathematical knowledge learned in M2 courses into the middle level mathematics courses taught by M2 lead teachers and the teachers in their learning team; 
  3. Develop participants' ability to teach diverse groups of students with different learning styles;  
  4. Develop teachers' ability to engage in action research with colleagues as they strive to increase the mathematical learning in their own schools; 
  5. Facilitate ways to embed mathematics into other curricula, especially in the sciences; 
  6. Create communities of professionals (linking mathematics teachers to each other and to university mathematicians and mathematics educators) who communicate regularly with one another; and
  7. Develop intellectual leaders who mentor their colleagues' efforts to strengthen mathematics courses and curricula.
  1. Oregon Mathematics Leadership Institute Partnership

No External Website

mathematics (K-12) Establish collaborative professional learning communities that engage in an ongoing cycle of reflection, dialogue, inquiry, and instructional action centered on meaningful data about students' mathematics learning needs.
  1. Increase mathematics achievement of all students in core partner schools; 
  2. Close achievement gaps for underrepresented groups of students; and
  3. Provide challenging mathematics coursework that support state and national standards through coherent evidence-based programs.
RESEARCH, EVALUATION, AND TECHNICAL ASSISTANCE:
Cohort I
 
  1. Bridging Research and Practice in the MSPs: Technical Assistance for Use of Research and Data-Based Decision Making

Website Unavailable

n.a.
  1. Develop a model for technical assistance that will enhance MSP leaders' abilities to use research findings and evaluation data to implement, develop, and sustain their partnerships; help MSP leaders identify and address potential barriers to change; and cultivate increased capacity in the MSPs to achieve their goals of providing challenging curriculum for, and encouraging participation in, high-quality mathematics and science.
  1. Building Evaluation Capacity of STEM Projects

http://be.mspnet.org/

n.a. Develop state-of-the-art evaluation models that are context-sensitive.
  1. Establish collaborations that develop and test more sophisticated evaluation models (working through evaluation associations to obtain input from a wide array of evaluation experts); and
  2. Work with directors and other stakeholders of STEM projects to implement and iteratively refine these models.
    Objectives:
    1. Advance evaluation theory to yield models more useful in evaluating STEM and related projects;
    2. Improve evaluations of STEM projects; and
    3. Develop improved evaluation capacity in the United States.
  1. STEM-HELP (Higher Education Liaison Project)

Website Unavailable

n.a.
  1. Collect and analyze data from funded MSPs regarding the needs of both higher education and district partners for plans related to high-quality STEM curriculum implementation; 
  2. To create a series of professional development modules and workshop designs, including online support, that respond to areas of greatest STEM curriculum implementation need among the partnerships, and solicit input and feedback from relevant groups about their potential usefulness; and
  3. To prepare a technical assistance plan to support the MSPs based on the results of the needs assessments, design study, and feedback process.  The plan will build capacity related to the implementation of high-quality STEM instructional materials and textbooks within the higher education community.
  1. Adding Value to the Partnerships Evaluations

http://addingvalue.wceruw.org/

n.a.
  1. Increase the knowledge of MSP evaluators about design, indicators, and conditions needed to successfully measure change in student learning over time; 
  2. Develop useful tools and designs for evaluators to attribute outcomes to MSP activities; and
  3. Apply techniques for analyzing the relationship between student achievement and MSP project activities to evaluate the success of MSP projects.
  1. Incorporating High Quality Interventions into a Broader Strategy for Sustained Mathematics/Science Education Reform

Website Unavailable

n.a. Develop a technical assistance plan that will aid the MSPs in accessing knowledge, resources, and strategies to address key challenges of reform.
Objectives:
  1. Articulate a conceptual framework for reform, with implications for program design and implementation;
  2. Identify existing resources for incorporating high quality interventions into a broader strategy for sustained science/mathematics education reform;
  3. Consider alternative delivery mechanisms, and develop a plan to deliver technical assistance in a cost-effective fashion; and
  4. Develop a plan for evaluating the quality and utility of the technical assistance to be delivered.
  1. MSP-Network: A Technical Assistance Design Project
n.a.
  1. Design a network that will encourage sharing of resources, programs, challenges, strategies, and solutions between the funded MSP projects and to connect them to outside resources such as the Centers for Learning and Teaching and Science of Learning Centers as well as to resources at the U.S. Department of Education and NSF; 
  2. Design a network that will allow for individual MSP projects to facilitate interaction within their project, between different partners (higher ed, schools, scientists) and constituencies (professional developers, administrators, teacher leaders, teachers); and
  3. Design a network that will provide individual MSP projects and the MSP program as a whole with a public presence to the community, publicizing the effort, inviting community support and participation, and disseminating positive results.
  1. Longitudinal Design to Measure Effects of MSP Professional Development in Improving Quality of Instruction in Mathematics and Science Education

http://ld.mspnet.org/

n.a.
  1. Determine whether PD activities supported by MSP programs are consistent with research-based definitions of quality PD; 
  2. Determine the effects of PD on mathematics/science instructional practices and content; and
  3. Determine how MSP programs use study findings to improve PD effectiveness.
  1. MSP Assessments

Website Unavailable

*Project not continued.

n.a.
  1. Identify the student assessment needs of MSP programs and classrooms through a survey of assessments the MSPs plan to use, their current approaches to assessment, and their needs for additional forms of assessment and related technical assistance; 
  2. Design an assessment resource management system (ARMS) that takes advantage of the affordances of technology to serve MSPs nationwide by supporting access, use, customization, and development of a range of appropriate assessments for MSP programs and classrooms; 
  3. Plan the development of new assessment forms in mathematics and science, some of which may be technology-supported;  and
  4. Design a longitudinal study of the impact of MSPs on assessment practice at the classroom, school, district, and state levels.
  1. Facilitating Mathematics/Science Partnerships (See Grant No. 59)

https://www8.nationalacademies.org/cp/projectview.aspx?key=35

n.a.
  1. Conduct workshops to assist the Mathematics/Science Partnership awardees, future applicants, and the NSF and Department of Education staffs in improving K-16 STEM education programs; 
  2. Design the workshops to address critical areas for improving the effectiveness of MSP projects; 
  3. Focus the content of these workshops on recent and future reports published by the National Academies that are directly relevant to the work being conducted by the leaders of the MSP projects; and
  4. Provide the attendees the opportunity to gain a deeper understanding of research and issues contained in these reports, examine emerging best practices representing effective, evidence-based applications of the research to K-16 mathematics and science education programs, and apply these findings to their overall project designs and implementation work.
  1. Building from the Research:Envisioning Quality Science Assessments (See Grant No. 58)

No External Website

n.a. Convene a committee with the following goals:
  1. Provide guidance and make recommendations that will be useful to states in designing and developing quality science assessments to meet the 2007-2008 NCLB implementation requirement; and
  2. Foster communication and collaboration between the NRC committee and key stakeholders in the states and in schools so that the guidance provided by the NRC committee's report is responsive and can be practically implemented; and
  3. Result in a consensus report that provides guidance to states about criteria to use in the development of new science assessments.

RESEARCH, EVALUATION, AND TECHNICAL ASSISTANCE:
Cohort II

 
  1. Alternative Approaches to Evaluating STEM Education Partnerships: A Review of Evaluation Methods and Application of an Inter-organizational Model

http://sp.mspnet.org//~gk18/STEM

n.a.
  1. Review how partnership performance is evaluated in the STEM educational community and also in a variety of other settings drawn from other policy contexts, industry, and not-for-profits; and
  2. Develop and test a model exploring how degrees of embeddedness among partners influence the process by which STEM educational outcomes are pursued and achieved.
  1. Redesign of the AP Biology Course, Examination, and Teacher Professional Development Experience

No External Website

science (9-12) Dramatically improve the quality of learning and teaching in Advanced Placement (AP) science courses. 
  1. Collect, analyze, and synthesize information from a wide range of sources (input from scientists and educators, recent reports and studies on effective science instruction, etc.) on the most promising, effective, and up-to-date courses, teaching strategies, and inquiry-based approaches to learning in undergraduate introductory-level biology courses; 
  2. Plan a redesign of the AP Biology course, examination and teacher professional development that reflects the knowledge and resources acquired from this process; 
  3. Identify promising strategies and approaches to increase access and success in AP Biology among underrepresented students, particularly in urban and rural schools; and
  4. Design a program for field-testing the new course, exam and professional development offerings after the completion of this initial phase of work.
  1. Assessing Teacher Learning About Science Teaching

No External Website

n.a.
  1. Create and disseminate instruments that assess teacher opportunities to learn, and that measure changes in teacher science content knowledge, teacher pedagogical content knowledge, classroom practice, and student achievement; and
  2. Develop and disseminate a process for creating these measures that can be used by others.  By refining, carefully documenting, and disseminating the processes used to create the tools, ATLAST will enable the creation of tools for any science content area.
  1. TERC MSPnet: An Electronic Community of Practice Facilitating Communication and Collaboration

No External Website

n.a.
  1. Expand MSP projects access to, and ability to share, resources, emerging research, tools, best practices, obstacles, and strategies; 
  2. Strengthen geographically dispersed partnerships by enhancing and sustaining dialogue through innovative collaborative tools, events, and structures; 
  3. Create a growing archive, for both researchers and practitioners, of the lessons and accomplishments of the MSP program; 
  4. Enhance the public's access to, and knowledge of, the MSP program; and
  5. Conduct research on the impact of on-line formats, functionalities, and structures to enhance large-scale educational reform efforts.
  1. Online Technologies to Enhance MSP Teacher Quality Programs (See Grant No. 66)

http://www.edc.org/cope_mspreta

mathematics and science (K-12)
  1. Develop resources to inform the MSPs about approaches to online professional development, online enhancements for site-based professional development, and online tools and techniques to support professional learning communities; 
  2. Provide consultation services for a set of MSP projects that decide to use online technologies in their teaching enhancement programs; 
  3. Offer a capacity-building program that will enable MSPs to develop the capacity to incorporate effective online professional development within their projects; 
  4. Collaborate with the evaluators of the MSPs that use online technologies to inform future practices of those projects, other MSPs, and the field of professional development in general; and
  5. Assess the use and potential use of online supports for improving teacher quality across the MSP projects, to inform a possible follow-up proposal to expand technical assistance, evaluation, and research in this area, within the MSP Learning Network.
  1. MSP Motivation Assessment Program (See Grant No. 67)

http://www.mspmap.org

n.a.
  1. Develop and make available reliable, valid, and practical tools to assess a variety of motivation-related student outcomes in math and science; 
  2. Increase MSP and teacher understanding of how motivation-related outcomes contribute to student achievement in math and science; and
  3. Assist teachers and MSPs by providing information about how these outcomes may vary depending on students' gender, age, ethnicity, or economic circumstances.
  1. Leadership Content Knowledge and Mathematics Instructional Quality in the MSPs: A Study of Elementary and Middle School Principals (See Grant No. 64)

http://sop.mspnet.org/

mathematics (K-8) Investigate the nature of elementary and middle school principals' Leadership Content Knowledge (LCK) and contribute to participating MSP's efforts to support elementary and middle school principals in doing classroom observation and teacher supervision.
  1. Examine the characteristics and level of LCK that principals in the MSPs have, how LCK can be developed and improved, and how it affects principals' classroom observations, judgments about the quality of instruction, and interactions with teachers regarding mathematics instruction; and
  2. Study empirical linkages between leadership practices, instruction, and students' mathematics learning.
  1. Design, Validation, and Dissemination of Measures of Content Knowledge for Teaching Mathematics (See Grant No. 65)

http://www.soe.umich.edu/research/projects/design_validation_and_dissemination_of_measures_on_content_knowledge_for_te/

mathematics (K-8)
  1. Review prior work on the definition and measurement of content knowledge for teaching; and
  2. Outline the design for measures development and dissemination, providing information both on progress to date and the proposed plan for work with MSP-RETA funds.
    Specifically:
    1. Expand existing measures upward to capture middle grade mathematics content for teaching, and developing new measures in key content areas; 
    2. Validate these measures through interviews with teachers, reviews by mathematicians and mathematics educators, and other means; 
    3. Support high-quality uses of these measures via tools (database, core scales) and technical assistance to MSP evaluators; 
    4. Build a self-sustaining system of measures use; and
    5. Build and test theory through piloting and validation work.
  1. Developing Distributed Leadership: Understanding the Role Boundary Tools in Developing and Sustaining Leadership for Learning Networks

http://www.distributedleadership.org

n.a. Develop a research and design program focused on leadership as a distributed practice in MSPs.
  1. Develop a research proposal to investigate those distributed leadership practices that enable knowledge creation and innovation in MSPs and provide empirical evidence about how these practices effect changes in the practices of school districts and other institutions for improving mathematics and science learning; and
  2. Craft a program of design work based on a review of the literature on the role of tools on developing and maintaining partnerships.
  1. Research on MSP Teacher Recruitment, Induction, Retention

No External Website

n.a.
  1. Study the teacher recruitment and/or induction activities of 10 MSPs from among 2-3 MSP Cohorts; and
  2. Carry out an in-depth case study on the MSP by the National Science Teachers Association and partners.

RESEARCH, EVALUATION, AND TECHNICAL ASSISTANCE:
Cohort III

 
  1. Causal Inference in Instructional Workforce Research

http://www.msu.edu/user/mkennedy/TQQT

n.a. Using an existing database of approximately 550 studies designed to examine the relationship between one or more teacher qualification an one or more indicators of teachers effectiveness, examine and catalogue the variations in design and methods of studies on teacher qualifications, identify threats to causal inference that are associated with particular design variations, and empirically estimate the severity of these threats to the intended causal inference.
  1. Develop a taxonomy of design variations and confounds;
  2. Determine the relevance of study variations on effect estimates; and
  3. Create a database of studies (a web-based index of studies).
  1. The Effect of STEM Faculty Engagement in MSP: A Longitudinal Perspective

No External Website

n.a. Examine the effects of STEM faculty engagement in the Math Science Partnership (MSP) program.  
  1. Conduct a 4-year, longitudinal study of MSP's Cohort 2 projects using a comprehensive mixed-method approach involving both quantitative and qualitative analyses of teacher outcomes and student achievement over time relative to project strategies and activities.
  1. Mathematician Study Group of State Standards in Mathematics

No External Website

mathematics (K-12) Analyze the progress of the 50 states toward standards-based curricula in mathematics from the perspective of professional mathematicians.
  1. Create a locus of expertise within the mathematics research community on the nature and structure of state standards; 
  2. Provide comparative analyses of the treatment of some of the basic topics; 
  3. Explore suggestions for reconciliation of the more conceptual/process based standards with the more procedural/performance based standards; and
  4. Highlight key understandings that underlie some of the performance standards.
  1. MOSART: Misconception Oriented Standards-based Assessment Resource for Teachers

No External Website

science (K-12)
  1. Develop a test item database that combines the rich research literature on children's ideas with the standards of the National Research Council and the American Association for the Advancement of Science; 
  2. Assemble items into reliable and valid tests of science content for earth and space science and physical science at K-12 levels;
  3. Apply  tests as a diagnostic instrument to measure teachers' subject matter knowledge at the K-4, 5-8, and 9-12 levels in specific domains; 
  4. Determine the relationship between the accuracy of science teachers' beliefs about students' prior knowledge and instructional gains; 
  5. Conduct a comparison study of the relationship between student gains and the level of teacher knowledge prior to and following teacher institutes; 
  6. Develop a web site video for dissemination and support of developed tests, including video illustrating alternative and scientific conceptions (from 800 hours of archival footage); and
  7. Establishment of a fee-for-service program to provide evaluation of MSP Professional Development Institutes.
  1. RETA: Distributed Leadership for Middle School Mathematics Education: Content Area Leadership Expertise in Practice

http://www.sesp.northwestern.edu/files/pdfs/school_partnerships_2010.pdf

mathematics (6-8) Generate empirical knowledge about content leadership practice and knowledge as well as about how content leadership develops through formal and informal learning, design a set of tools to assess content leadership knowledge and practice and make these tools available to MSPs and Institute Partnerships.
  1. Describe and analyze content leadership practices for middle school mathematics instruction and generate empirical evidence concerning which of these practices enables improvement in mathematics teaching and learning; 
  2. Describe the dimensions of knowledge for content leadership in mathematics at the middle school level and design, pilot, and validate these instruments for measuring content leadership knowledge; and
  3. Generate more robust empirical evidence about whether and how content leadership knowledge can be learned through both formal learning opportunities (e.g., MSPs, Institute Partnerships) and informal on-the job learning.
  1. Knowledge Management for the MSPs

No External Website

mathematics and science (K-12)
  1. Manage MSP-relevant knowledge by attending to knowledge acquisition, knowledge sharing and knowledge utilization, using a three-stage model of knowledge management.
  2. Locate existing research relevant to MSP work; 
  3. Analyze those studies to identify findings based on methodologically sound qualitative and quantitative research, noting the apparent generalizability of these findings; and
  4. Share the research results in forms that are accessible to current and future MSP awardees.
  1. Florida Science and Mathematics  Education Summit
    No External Website
mathematics and science (n.a.) Bring together key groups in a statewide carefully constructed summit of state political, business, and education leaders.
  1. Establish a common understanding of the need for science and mathematics literacy in our workforce, the challenges of today'sschools, effective methods of science and mathematics instructions, the nature and dimensions of creating change inmathematics and science instruction, and action plans necessary to achieve them; and
  2. Provide a model for state summits and for developing the mutually supportive environments necessary to significantly improve science and mathematics education on a broad scale.
  1. Mathematics and Science Partnerships Program Evaluation

No External Website

n.a.  

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