Scaling Teachers' Professional Development for ASSISTments Companion Report: Implementation Analysis of the ASSISTments Intervention
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| Title: | Scaling Teachers' Professional Development for ASSISTments Companion Report: Implementation Analysis of the ASSISTments Intervention |
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| Language: | English |
| Authors: | Mingyu Feng, Linlin Li, Natalie Brezack, Megan Schneider, WestEd |
| Source: | WestEd. 2025. |
| Availability: | WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org |
| Peer Reviewed: | N |
| Page Count: | 46 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR) |
| Contract Number: | U411B190024 |
| Document Type: | Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades Grade 7 Grade 8 |
| Descriptors: | Educational Technology, Middle School Teachers, Communities of Practice, Faculty Development, Feedback (Response), Formative Evaluation, Middle School Students, Mathematics Achievement, Middle School Mathematics, Intervention, Rural Schools, Disadvantaged Schools, Independent Study, Achievement Tests, Program Effectiveness, Mathematics Instruction, Teacher Characteristics, Institutional Characteristics, Grade 6, Grade 7, Grade 8 |
| Assessment and Survey Identifiers: | Measures of Academic Progress |
| Abstract: | This report is a companion to the "Scaling Teachers' Professional Development for ASSISTments: Evaluation Final Report" and presents an in-depth look at how the integration of the ASSISTments platform with a virtual professional learning community (vPLC) supported middle school math teachers in improving instruction, fostering student self-regulated learning, and achieving meaningful gains among students with lower levels of performance--particularly in rural schools--through data-informed teaching, collaborative professional support, and targeted feedback practices. [WestEd worked as a subcontractor to Worcester Polytechnic Institute and partnered with The ASSISTments Foundation and Lesley University for this report.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED677784 |
| Database: | ERIC |
| Abstract: | This report is a companion to the "Scaling Teachers' Professional Development for ASSISTments: Evaluation Final Report" and presents an in-depth look at how the integration of the ASSISTments platform with a virtual professional learning community (vPLC) supported middle school math teachers in improving instruction, fostering student self-regulated learning, and achieving meaningful gains among students with lower levels of performance--particularly in rural schools--through data-informed teaching, collaborative professional support, and targeted feedback practices. [WestEd worked as a subcontractor to Worcester Polytechnic Institute and partnered with The ASSISTments Foundation and Lesley University for this report.] |
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