Month: April 2024

Upcoming RMME/CEPARE Colloquium (4/19): Robert Schoen, “Lessons from the Field: Working with Practitioners to Create Opportunities for Educational Research”

RMME/CEPARE Colloquium

Lessons from the Field: Working with Practitioners to Create Opportunities for Educational Research

Dr. Robert Schoen

Florida State University

Friday, April 19, at 11AM ET

Gentry 144

Dr. Robert Schoen is an associate professor of mathematics education in the School of Teacher Education and the associate director of the Florida Center for Research in Science, Technology, Engineering, and Mathematics in the Learning Systems Institute at Florida State University. Dr. Rob Schoen has directed more than one-dozen randomized controlled trials of educational interventions in applied settings. He will share stories and examples about how he decides what research opportunities to pursue and some of the strategies he has used to support successful implementation of those studies over a long period.

 

*Please contact Dr. Sarah D. Newton at sarah.newton@uconn.edu for access information to remotely attend this talk*

 

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Upcoming RMME/CEPARE Colloquium (4/18): Robert Schoen, “Designing a Measure of Implementation for a Non-Prescriptive Mathematics Intervention”

RMME/CEPARE Colloquium

Designing a Measure of Implementation for a Non-Prescriptive Mathematics Intervention

Dr. Robert Schoen

Florida State University

Thursday, April 18, at 3PM ET

Gentry 142

Dr. Robert Schoen is an associate professor of mathematics education in the School of Teacher Education and the associate director of the Florida Center for Research in Science, Technology, Engineering, and Mathematics in the Learning Systems Institute at Florida State University. This talk will address the various phases in the development, use, and validation of an instrument designed to measure implementation of Cognitively Guided Instruction (CGI) during mathematics instruction. Several experimental trials of CGI-based teacher professional development programs indicate that the CGI programs increased student achievement. But the CGI programs did not offer clear guidance about how to teach mathematics, complicating the process of measure development and validation.

 

*Please contact Dr. Sarah D. Newton at sarah.newton@uconn.edu for access information to remotely attend this talk*

 

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab