FOR IMMEDIATE RELEASE
Updated: July 1, 2024
RPPL Awards Nine Research Grants to Advance Equitable Math Instruction
Nine projects are funded to improve high-quality instructional material in math to serve students who are Black, Latine, Indigenous, AAPI, Multilingual Learners, students with disabilities, and students experiencing poverty.
PROVIDENCE, R.I. — The Research Partnership for Professional Learning (RPPL) has awarded nine grants to research projects on professional learning that will enhance the knowledge base of equitable math high-quality instructional materials (HQIM). Each chosen project is designed to specifically expand our understanding of how we can support students who are Black, Latine, Indigenous, AAPI, Multilingual Learners, students with disabilities, and students experiencing poverty.
The chosen studies were selected from a competitive pool of applicants that responded to RPPL’s request for proposals for the 2024-2026 calendar years. RPPL initially set out to award five grants, but received such high-quality proposals that four additional studies were funded. These studies collectively focus on individualizing PL to teacher and student needs; building stronger, more empathetic teacher-student relationships; and strengthening the use of HQIM in mathematics education.
The qualifications for the RFP included that the studies be planned by research-practice partnerships within RPPL’s network, focus on HQIM that enhance math professional learning for priority students, incorporate a priority area from RPPL’s Learning Agenda, and include an element from Building Better PL: How to Strengthen Teacher Learning. Funding for the research grants is generously supported by the Bill & Melinda Gates Foundation and Overdeck Family Foundation.
“The awarded projects will help us invest in professional learning that prepares educators to better serve every student, including those who have been historically marginalized. Through collaboration and a focus on evidence-based practices, we are making strides toward ensuring every student receives the high-quality math education they deserve,” said Dr. Camea Davis, RPPL’s Director of Equitable Research-Practice Partnerships.
Study titles are listed by learning agenda areas and followed by partnerships, which are listed alphabetically.
Teacher-Student Relationships & HQIM in Mathematics Education
- “A New Perspective on Professional Learning for Math Teachers” (Johns Hopkins University and The Danielson Group)
- "Anticipating Common Misconceptions: Enhancing equitable math instruction through guided adaptation of HQIM” (Achievement Network)
- “Exploring the Impact of Thinking Routines & Professional Learning Delivery Models on Teacher & Student Outcomes in Mathematics Education” (American Institutes for Research - Center on Great Teachers and Leaders, and Throughline Learning)
- “Unlocking the Potential of EL Education's Math Approach to Create Equitable, Capable, and Courageous Math Communities for All” (Capital City Public Charter School, EL Education, and National Implementation Research Network)
Individualizing Professional Learning & HQIM in Mathematics Education
- “Accelerating Teacher Learning through Coaching Routines that Integrate Automated (AI) Teacher Feedback” (Center for Public Research & Leadership at Columbia University, Teaching Matters)
- “Contextualized Recipes for Impact: Using qualitative comparative analysis to identify the combination of conditions and PL design features that enable or prevent impact” (Leading Educators)
- “Improving Teachers’ Equitable Mathematics Instruction Through Integrating Automated Feedback and Coaching: A randomized controlled trial” (Guilford County Schools, Harvard University, M Powering Teachers, Stanford University, and University of Maryland)
- “Supporting Teachers’ Use of Math HQIM Across Contexts: How sequencing and feedback can better promote new teacher professional learning” (Annenberg Institute at Brown University, Teach For America, and University of Virginia)
- “Transforming Student-Centered Math Coaching: Leveraging AI for effective feedback and coaching conversations” (Stanford University, Teaching Lab, and UNC Greensboro)
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About The Research Partnership for Professional Learning (RPPL)
The Research Partnership for Professional Learning (RPPL) is a one-of-a-kind collaborative uniting PL organizations, researchers, school system leaders, funders, and those impacted by PL to develop research-backed professional learning that improves student outcomes. As a network, they are elevating the professional learning field by studying which practices support teacher learning to ultimately create a shared understanding that allows every teacher to meet the needs of every student. To learn more: https://www.rpplpartnership.org