Research

Projects

CSET is uniquely positioned to design, develop, and discover novel research and evaluation approaches. We work in close partnership with both the academic community as well as with practitioners. CSET has a diverse team consisting of faculty, researchers, evaluators, and professional development providers who can design research projects and instruments to meet the specific needs of projects, conduct the research, analyze data both quantitatively and qualitatively, and share results through multiple methods.

Check out our research projects below. To find out how CSET can support the analysis of your site’s data, please contact us.

Projects

The aim of AP Success is to address the pervasive and predictable gaps in both AP opportunity and AP success. The ultimate goal is to disrupt those patterns, bringing more equitable and representative opportunities and outcomes to students who take AP classes.

The research methodology is an inquiry-based case study. Each school will be involved in the project for three years using the following cycle of inquiry:

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Contact(s):
Tina Ehsanipour

The goal of the Arts Integration Project is to offer teachers in high-need San Mateo elementary schools high quality professional development that will help teachers integrate arts education in meaningful ways into their Language Arts curriculum. During this pilot year, three teachers from the 3rd grade team in one particular school are participating in a series of PD sessions throughout the year.

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Contact(s):
Tammy Wu Moriarty

ChemEx2 is a team effort led by the Center to Support Excellence in Teaching, the Stanford Department of Chemistry, and Leading Teachers who facilitate the professional learning experiences.

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The purpose of this research project was to examine and support student collaborative learning in culturally and linguistically diverse and low-resourced elementary schools. The research goal was to understand student interactions during collaborative math problem-solving and the instructional practices that support productive and inclusive collaborative dynamics. The teacher professional development goal was to support a core cohort of teachers in their practices and create the conditions to expand this support to the whole school and, ultimately, full district level.

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The goal of CSET’s work with the French American International High School is to help identify and support the mitigation of opportunity and achievement gaps.  Like AP Success, this is an inquiry-based, site specific case study.

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Contact(s):
Janet Carlson

Phase I of this project was helmed by the Stanford Center for Assessment, Learning, and Equity (SCALE) which co-developed with GLEF a math and science project-based learning curriculum with embedded performance assessments and associated PD with 6th grade teachers.

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Contact(s):
Tammy Wu Moriarty

The Hollyhock Leading Fellows’ Program (HLF) builds on the work of the Hollyhock Fellowship Program (HFP) by selecting a subset of graduating/graduated Hollyhock Fellows who are poised to make a significant difference within and beyond their own classrooms as leading teachers. The HLF program develops teachers’ ability to practice leadership within their school contexts with the goal of improving instruction and creating equitable opportunities for all learners. HLFs engage in a rigorous series of in-person and virtual learning sessions over the course of one year to:

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Contact(s):
Janet Carlson

Hollyhock Research is comprised of research studies that examine various aspects of the Hollyhock Fellowship Program which focuses on supporting early career secondary teachers in high needs schools. Examples include, but are not limited to:

  • An examination of the relationship between the PD and how English teachers take up the practice of facilitating discussions of literary text.  

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A research-based professional learning experience (PLE) that focused on high quality instruction, coherent curriculum, and formative assessment given in August 2017. The PLE is supported by video-based coaching and a research program.  It was designed to leverage the Letovo School's mission and build on the strengths of the skilled, experienced faculty who will be preparing students in the international baccalaureate program.

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Contact(s):
Janet Carlson
Sarah Delaney

The purpose of this project is to understand the role of various supports for teachers as they implement new science curriculum. The study explores how instructional coaching, professional development, collaboration with colleagues, and curricular materials work together in support of teacher growth. Data sources include observations of professional development, interviews with instructional coaches and teachers, teachers' written reflections, and curriculum artifacts.

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