Horizon Research, Inc

development site

shudson

Collaborative Research: An impact study to examine the efficacy of a mathematics professional development program for elementary teachers

National Science Foundation

Project AIM-ED is a collaborative project involving Horizon Research, Inc. and the Department of Elementary Education at North Carolina State University. The project builds on the NSF-funded project “All Included in Mathematics (AIM)” to develop and research the impact of an expanded model for mathematics professional development (PD) for first and second grade teachers using web-based courseware and facilitator support.  The PD is designed for elementary teachers to learn and use mathematics discussion strategies shown to support student learning.  AIM-ED research will investigate the impact of the new PD model on teachers’ knowledge, beliefs, and mathematics teaching.  The study also examines the impact on students’ participation in mathematics discussions and content learning, with particular attention to English learning students.

PEARL: Peers Engaged As Resources for Learning

National Science Foundation

Horizon Research, Inc. is collaborating with the Center for Developmental Science at the University of North Carolina-Chapel Hill on the PEARL project to create an interdisciplinary team to: (1) study small group work in mathematics classrooms; (2) understand the challenges involved in promoting successful small groups; and (3) determine ways to help teachers deliver on the promise of group work. The team will integrate three conceptual frameworks—Mathematics Task, Mathematics Discourse Matrix, and Peer Cultures of Effort and Achievement—to understand the challenges involved in promoting successful small group learning environments.  The PEARL study involves a carefully sequenced set of research phases to develop and test both a framework for understanding small group learning environments and strategies to help teachers support successful group work.  Results of the study will inform teacher preparation and ongoing education, mathematics teaching practice, and educational research.

Teacher Leadership Synthesis: Developing Math/Science Teacher Leadership: A Consensus Approach to Evaluating Program Quality

Biological Sciences Curriculum Study

The Developing Math/Science Teacher Leadership: A Consensus Approach to Evaluating Program Quality project is a collaboration among BSCS, the Knowles Science Teaching Foundation (KSTF), and Education Development Center (EDC).  Funded by the National Science Foundation, the project aims to: (1) synthesize the research literature and other reports of programs in math/science teacher leadership development and (2) build consensus on the key attributes of math/science teacher leadership development programs that are effective in preparing and supporting teacher leaders to positively impact teaching and learning.  Horizon Research, Inc. serves as the external evaluator for the project.

Visual Access to Mathematics: Professional Development for Teacher of English Learners

Education Development Center

The Visual Access to Mathematics (VAM) project, a partnership between researchers and developers at Education Development Center, Inc. and teacher practitioners from Maine and the greater Boston area, is studying the professional learning supports middle grades teachers need to help English learners access mathematics and improve their problem-solving abilities. The research-and-development study, funded by the National Science Foundation, will design a blended-learning professional development course focused on the use of visual representations within the context of ratio and proportions, and examine the impacts of that course on teachers’ pedagogical content knowledge and instructional practices with English learners.  Horizon Research, Inc. serves as the external evaluator for the VAM project.

Planting Science: Digging Deeper Together – A Model for Collaborative Teacher/Scientist Professional Development

Botanical Society of America

Planting Science: Digging Deeper Together – A Model for Collaborative Teacher/Scientist Professional Development (Digging Deeper) is a partnership among the Botanical Society of America, Biological Science Curriculum Study, and American Society of Plant Biologists. The project aims to develop and research the efficacy of a blended professional development model that engages high school science teachers and scientists in learning experiences that provide opportunities for them to examine their own ideas, understandings, and practices in the area of plant science.  The overarching goal of the model is to increase student engagement and prepare students to proficiently integrate science content with practices of science.  Horizon Research, Inc. serves as the external evaluator for this project.

Olympic STEM Pathways Partnership

Olympic Educational Service District 114, Bremerton, WA

Horizon Research, Inc. is conducting the external evaluation of the Olympic STEM Pathways Partnership (OSPP) Project led by the Olympic Educational Service District 114 (OESD 114) in Washington.  OESD 114 has partnered with the University of Washington (UW), the Suquamish Tribal Fisheries Department, and the Center for Strengthening the Teaching Profession (CSTP) to provide local teachers from grades 4-12 with professional development focusing on STEM content, effective STEM teaching, implementation of the Next Generation Science Standards (NGSS), and teacher leadership.  All participants have committed to the project for three years.  During those three years, they will attend in-person and online professional development sessions and will mentor three teachers within their school.