{"id":27,"date":"2020-11-13T16:14:17","date_gmt":"2020-11-13T16:14:17","guid":{"rendered":"https:\/\/sites.soe.umich.edu\/equitable-discussions-project\/zelle-lite-one-page-template\/"},"modified":"2026-05-21T15:12:43","modified_gmt":"2026-05-21T15:12:43","slug":"homepage","status":"publish","type":"page","link":"https:\/\/sites.marsal.umich.edu\/equitable-discussions-project\/","title":{"rendered":"Homepage"},"content":{"rendered":"\n
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The National Science Foundation’s
Developing Equitable Discussion Practices Project<\/strong><\/p>\n<\/div><\/div>\n\n\n\n

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The Developing Equitable Discussion Practices project, focused on teachers as learners of such practices, examines important questions about how to design professional development for practicing elementary teachers in ways that improve teachers\u2019 skills with leading mathematics discussions while attending to and disrupting patterns of inequity that are often amplified during class discussions.<\/p>\n\n\n\n

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About Our Project<\/a><\/h2>\n\n\n\n
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Decomposing the Practice<\/a><\/h3>\n\n\n\n

Decompositions of practice allow us to build a common language around the work that teachers do to enact teaching practice. We use a specific decomposition of leading a group discussion to both build common language and organize our professional learning. <\/p>\n\n\n\n

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Inequitable Patterns of Practice<\/h3>\n\n\n\n

Patterns of interactions, including questioning, honoring of student ideas, behavior management, and more, can be a source of inequity in classrooms. Our project seeks to explicitly name these patterns and work to disrupt them.<\/p>\n<\/div>\n\n\n\n

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Discussion Observation Tools<\/h3>\n\n\n\n

Discussion observation tools enable coaches to notice teachers\u2019 skills in carrying out the work of leading a discussion and support teachers in analyzing video records of their discussions for the purposes of improving instruction.  Observation tools are not meant to evaluate teaching practice; instead, they provide information that can be used to support individualized learning.<\/p>\n<\/div>\n\n\n\n

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Our Research<\/a><\/h3>\n\n\n\n

Our research investigates the impact of professional learning focused on leading group discussions on teachers\u2019 teaching practice as well as teachers\u2019 perceptions of their learning and practice. <\/p>\n\n\n\n

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OUR TEAM<\/a><\/h2>\n\n\n\n
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Meghan Shaughnessy<\/a><\/h4>

Principal Investigator
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Nicole Garcia<\/a><\/h4>

Principal Investigator
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Leslie Rupert Herrenkohl<\/a><\/h4>

Principal Investigator
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Deborah Loewenberg Ball<\/a><\/h4>

Principal Investigator
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Kyana S. Taylor<\/a><\/h4>

Project Manager
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Aileen Kennison<\/a><\/h4>

Project Manager
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Martha Curren-Preis<\/a><\/h4>

Research Specialist
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Nicole Farach<\/a><\/h4>

Research Specialist
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Stephen Ratkovich<\/a><\/h4>

Research Technician
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This material is based upon work supported by the National Science Foundation under Grant No. 2000189. Any opinions, findings, conclusions, and\/or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation.<\/p>\n\n\n\n

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