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In the Middle School Mathematics and the Institutional Settting of Teaching project (2007 – 2015), colleagues and I partnered with four, large school districts who were engaged in ambitious instructional improvement efforts in middle-grades mathematics (youth ages 12 – 14). Our intent was to generate an empircially-grounded theory of action for instructional improvement at scale. In this presentation, I will share about the background of the project, the various lines of inquiry and key findings, and how those findings informed a theory of action. In addition, I will share key learnings about how our team organized coherent and complementary lines of inquiry, and developed measures to assess critical aspects of improving instruction at scale.

Prof. Dr. Kara Jackson

University of Washington