Areas of Expertise
Professional Development in Education
This review follows a “pathways” approach that examines how underrepresented minorities enter and advance through STEM careers.
What the United States Can Learn From Singapore’s World-Class Mathematics System: An Exploratory Study
Singaporean students ranked first in the world in mathematics on the Trends in International Mathematics and Science Study (TIMSS)-2003; U.S. students ranked 16th out of 46 participating nations at grade 8. This exploratory study compares key features of the Singapore and U.S. mathematics systems in the primary grades, when students need to build a strong mathematics foundation.
This paper sought to provide a comprehensive analysis of a rater training program through the use of multifacet Rasch measurement. The purpose was to display how such an analysis can provide specific information on raters that is useful for feedback, and also important information concerning the performance of the rating form and training materials.
The Miami-Dade County Public Schools Project Lead Strong was designed to develop leadership capacity in chronically low-performing schools. Assistant principals and principals in higher performing schools are formally trained to lead turnaround schools by participating in professional development and job-shadowing experiences. AIR is conducting an evaluation of this initiative, tracking program implementation and measuring program effectiveness in improving student performance. Evaluators are using surveys, interviews, and extant program documents to examine program implementation and to track program effectiveness in improving intermediary outcomes, including school working conditions and quality of instructional leadership.
Iowa launched Every Learner Inquires, a K–12 professional development initiative to promote inquiry-based science instruction, with the goals of improving student learning, building the necessary teacher leadership and content expertise, and establishing a structure for sustained implementation. The AIR evaluation team conducted a formative and summative evaluation—using surveys, interviews, classroom observations, and instruction logs—to offer timely feedback regarding reactions to professional development, teacher learning, level and fidelity of implementation, and factors that facilitate and inhibit implementation.