“This model of prebrief – lab site – debrief promotes the same professional practices and discourse we know is proven to impact student learning outcomes in elementary mathematics.”
— Megan
“What makes the EML experience such a unique one is that it is designed to provide an in-depth learning experience for educators and prospective educators at all levels and in all roles.”
— Terry
“What was most powerful for me was the opportunity to be a part of a collective that was intentionally watching teaching and learning and then talking about it together.”
— Helen
“I noticed that my own mindset shifted from seeing student work as having ‘deficits’ to seeing student work, and the students themselves, as having assets on which to build.”
— Laura
ABOUT OUR PROJECT
The National Science Foundation’s Organizing to Learn Practice (O2LP) Project aims to learn what impact continual focused observation of teaching and associated professional development has on teaching.
OUR TEAM
NICOLE GARCIA
Principal Investigator
Nicole is a research specialist at the University of Michigan. Her work focuses on the study and improvement of mathematics teaching, including the design and implementation of support for instruction in practice-focused professional training programs.
MEGHAN SHAUGHNESSY
Principal Investigator
Meghan is a research specialist and teacher educator at the University of Michigan. Her research focuses on the study and improvement of mathematics instruction, specifically practice-intensive approaches to the professional training of teachers, and assessment of developing skills with teaching practices.
DEBORAH LOEWENBERG BALL
Principal Investigator
Deborah is the William H. Payne Collegiate Professor of education at the University of Michigan and director of TeachingWorks. She is an expert on teacher education and her research focuses on teaching mathematics in ways that make it possible for all young people to be mathematically fluent.
AILEEN KENNISON
Project Manager
Aileen Kennison is the O2LP project manager. Aileen is a former school administrator and teacher, and she specializes in the logistics of data collection.
MERRIE BLUNK
Research Specialist
Merrie is a research specialist and an elementary-education field supervisor at the University of Michigan School of Education. Her research focuses on assessing teachers’ and teaching interns’ mathematical knowledge for teaching and mathematical teaching practices.
D’ANNA PYNES
Postdoctoral Fellow
D’Anna’s research focuses on mathematics teacher learning, teacher noticing of children’s mathematical thinking, professional development design, and learning opportunities in teacher collaboration.
STEPHEN RATKOVICH
Research Technician
Stephen is a data processor and IT person for the Mathematics Teaching & Learning to Teach (MTLT) projects.
DARRIUS ROBINSON
Graduate Student Research Assistant
Darrius teaches an elementary mathematics methods course and his research focuses on equitable mathematics teaching and student identity formation.
This material is based upon work supported by the National Science Foundation under Grant No. 1621104. 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.