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

AP Success Project

Contact(s):
Janet Carlson
Nicole Lusiani Elliott
Rebecca Deutscher

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:

Arts Integration Project

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.

Chemistry Experiences and Experiments for Learning (ChemEx^2)

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.

Elementary Math Project

Contact(s):
Jennifer Langer-Osuna

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.

Improving Practice Together

Contact(s):
Hilda Borko
Jonathan Osborne
Coralie Delhaye

Learn more about this project and its resources at https://ipt.lawrencehallofscience.org/

The Improving Practice Together (IPT) project is a research-practice partnership involving the Center to Support Excellence in Teaching (CSET) at Stanford University, Lawrence Hall of Science at University of California, Berkeley, and the Santa Clara Unified School District (SCUSD).

Letovo School (Moscow)

Contact(s):
Janet Carlson
Nicole Lusiani Elliott

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.

Middle School Science Coaching

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.

Practical Measures

Contact(s):
Hilda Borko
Michael Jarry-Shore
Jim Ryan
Emma Trevino

Practical measures are brief surveys administered to students at the end of a math lesson. Data from these surveys provide teachers with instantaneous feedback on some aspect of their instructional practice. These data can now be displayed for teachers using digital pie and bar charts. In this research study, we presented several such pie and bar charts to middle-school math teachers and instructional coaches.

Practicum Academy to Improve Science Education (PRACTISE)

Contact(s):
Jonathan Osborne
Hilda Borko
Emily Reigh

The project goal is to improve science instruction between grades 3 - 5 while researching and refining the best methods to deliver the PD. Research shows that engaging in argumentation helps students reach a deeper understanding of scientific concepts and the PRACTISE PD trains teachers to be able to facilitate argumentation-based classroom discussion.

Problem-Solving Cycle

Contact(s):
Hilda Borko
Janet Carlson
Rebecca Deutscher

The Problem-Solving Cycle (PSC) is a National Science Foundation funded project that has developed a research-based professional development (PD) model. This model is highly adaptable and can be specifically focused on problems of practice that are of interest to the participating teachers and administrators. Additionally, it can be tailored to highlight federal, state, district, and school-based initiatives that are ever-changing and ongoing in the life of a teacher.

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Projects

Projects