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Peurach, D. J., & LeMahieu, P. G. (n.d.). Case Studies in Continuous Educational Improvement. EdX. Retrieved August 20, 2022, from https://www.edx.org/course/case-studies-in-continuous-educational-improvement
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Jackson, K. J., Cobb, P., Henrick, E. C., Smith, T. M., Ahn, J., Ing, M., Nieman, H. J., Kochmanski, N. M., Campos, F., Starlie, C., DiGiacomo, D. K., Hays, M., Kern, E. C., & McMuran, M. B. (2019). Developing a System of Practical Measures, Routines, and Representations to Inform and Enhance Instructional Improvement Initiatives. AERA Annual Meeting, Toronto, ON.
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Cohen-Vogel, L. (2019). Randomized Trials and Improvement Modalities: Understanding the Federal Role in Education Research. AERA Annual Meeting, Toronto, ON. http://tinyurl.com/yaqn7lax
Datnow, A., Weddle, H., & Lockton, M. (2019). Continuous Improvement “On the Ground”: Lessons From Low-Performing Schools. AERA Annual Meeting, Toronto, ON. http://tinyurl.com/y8adx9ru
Larbi-Cherif, A. M., Lenhoff, S. W., & Glazer, J. L. (2019). Where’s the Playbook? Common Curriculum and High School Turnaround. AERA Annual Meeting, Toronto, ON.
Rutledge, S. A., Gilliam, E., & Closson-Pitts, B. (2019). Scaling Systemic Personalization Through Continuous Improvement: A Model for High School Reform. AERA Annual Meeting, Toronto, ON.
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This mini course provides the essential ideas behind the role of the final commentator. Explore experiences to develop your own practice as a final commentator.
Lesson Study works best with rich subject content. This course offers step-by-step support to conduct a Lesson Study cycle on fractions, by providing fractions resources and research to examine.
In this unit, students will further extend the idea of seeing a number from multiple perspectives, specifically understanding simultaneously that “two and five is seven” (a composition view) and “seven is two and five” (a decomposition view). Although students have learned the order of numbers up to 10, counting the number of objects up to 10, and reading and writing numerals 1-9, it is also important for students to understand the quantitative relationships among the numbers. For example, if students only know the sequential order of the numbers, they may need to rely heavily upon counting strategies when adding and subtracting numbers. In order for students to be ready for learning basic addition and subtraction, developing a rich number sense based on the understanding of quantitative relationships among the numbers is crucial. More over, this foundation will also be important when students calculate 8+6. For example, students can use the relationships between numbers, 10=8+2 and 6=2+4 when calculating 8+6 e.g. 8+6=8+2+4=10+4=14. This is called, “the making-ten strategy” (1.OA.6) that students should be able to use in Grade 1.
In this unit, students will also learn how the decomposition of numbers can be expressed using equations. For example, students will understand that the decomposition of 8 can be expressed as 8 = 3 + 5 and read it as 8 is 3 and 5. However, the more formal way of reading and writing these equations will be introduced in Unit 5.
In the course of learning numbers and the structure of numbers, it is important for students to think about and visualize numbers through their own “lens” and, by doing so, will enrich their number sense. Teachers need to be careful to not rush into using numerals and doing calculations. By considering the students’ level of understanding, make sure they make connections and transitions smoothly between semi-concrete objects, such as counters, dice, and counting blocks, and more abstract representations, such as ten-frame cards, and numeral cards. Even if the textbook asks, “Five is made up of what numbers?” which prompts students to use a decomposition view, the teacher should consider asking, “ What numbers do we use to make five?” to prompt for the composition view. Decomposition and composition are opposites and their doing-undoing relationship means that asking students to engage in both ways of thinking will ultimately enhance their over-all understanding
Renée Crown Wellness Institute. (n.d.). Crown Institute Participatory Toolkit. https://www.colorado.edu/crowninstitute/welcome-crown-institute-participatory-toolkit
Calabrese Barton, A., Greenberg, D., Turner, C., Riter, D., Perez, M., Tasker, T., ... & Davis, E. A. (2021). Youth Critical Data Practices in the COVID-19 Multipandemic. AERA Open, 7(1), pp. 1-16. https://doi.org/10.1177/23328584211041631
Tan, E., Calabrese Barton, A., & Nazar, C. R. (2022). Youth Enacting Social-Spatial Justice in Middle School STEM: Advancing Justice Work in Hyperlocal and Interscalar Ways. Cognition and Instruction, 1-31. https://doi.org/10.1080/07370008.2022.2081692
Bush-Mecenas, S., & Anderson, E. (2020). Scale and Sustainability of Education Innovation and Improvement. In Oxford Bibliographies. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0240
Bush-Mecenas, S., & Anderson, E. (2020). Scale and Sustainability of Education Innovation and Improvement. In Oxford Bibliographies. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0240
Arce-Trigatti, P., & Farrell, C. C. (2021). Research–Practice Partnerships in Education Within The United States. In Oxford Bibliographies. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0274
Cohen-Vogel, L., Harrison, C., & Rauch Griffard, M. (2019). Organizing for Continuous Improvement in Education. In Oxford Bibliographies. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0229
Takahashi, S., Norman, J., Jackson, K., Ing, M., & Chinen, S. (2020). Measurement for Improvement in Education. In Oxford Bibliographies. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0247
Saxena, P., Sedas, R. M., & Peppler, K. (2021). Design Thinking and the Learning Sciences: Theoretical, Practical, and Empirical Perspectives. In Oxford Bibliographies. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0267
Peterson, A., Yurkofsky, M., & Mehta, J. (2020). Cross-Sector Research on Continuous Learning and Improvement. In Oxford Bibliographies. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0239
Koranyi, F., & Kolleck, N. (2020). Cross-National Research on Continuous Improvement. In Oxford Bibliographies. Oxford University Press. https://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0237.xml
Sherer, D. G., Paquin-Morel, R., Larbi-Cherif, A., & Russell, J. L. (2021). Conceptualizing, Measuring, and Evaluating Improvement Networks. In Oxford Bibliographies. Oxford University Press. https://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0271.xml
Sharpe, C. J., & Cobb, P. (2020). Coherent Instructional Systems at the School and School System Levels in the United States. In Oxford Bibliographies. Oxford University Press. https://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0262.xml
Mevawalla, Z., & Archer, N. (2022). Advocacy and Activism in Early Childhood. In Oxford Bibliographies. Oxford University Press. https://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0291.xml?q=Advocacy+and+Activism+in+Early+Childhood
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Gutiérrez, K. D. (2018). Social Design–Based Experiments: A Proleptic Approach to Literacy. Literacy Research: Theory, Method, and Practice, 67(1), 86–108. https://doi.org/10.1177/2381336918787823
Ishimaru, A. M., Barajas-López, F., Sun, M., Scarlett, K., & Anderson, E. (2022). Transforming the Role of RPPs in Remaking Educational Systems. Educational Researcher, 0013189X221098077. https://doi.org/10.3102/0013189X221098077
Gutiérrez, K. D., & Jurow, A. S. (2016). Social Design Experiments: Toward Equity by Design. Journal of the Learning Sciences, 25(4), 565–598. https://doi.org/10.1080/10508406.2016.1204548
Gutiérrez, K. D., & Vossoughi, S. (2010). Lifting Off the Ground to Return Anew: Mediated Praxis, Transformative Learning, and Social Design Experiments. Journal of Teacher Education, 61(1–2), 100–117. https://doi.org/10.1177/0022487109347877
Alemán, E., Salazar, T., Rorrer, A., & Parker, L. (2011). Introduction to Postracialism in U.S. Public School and Higher Education Settings: The Politics of Education in the Age of Obama. Peabody Journal of Education, 86(5), 479–487. https://doi.org/10.1080/0161956X.2011.616129
Annamma, S. A., Anyon, Y., Joseph, N. M., Farrar, J., Greer, E., Downing, B., & Simmons, J. (2019). Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied. Urban Education, 54(2), 211–242. https://doi.org/10.1177/0042085916646610
