Members of the MyTeachingPartner-Math/Science (MTP-M/S) team are returning to the Center for Advanced Study of Teaching and Learning (CASTL) this week after hosting a series of project kick off meetings to meet and greet participating directors and teachers.
The MTP-M/S curricula focuses on key math and science concepts, such as skills in number sense, operations, geometry, and measurement (mathematics), and life, earth, and physical science. The newly launched project includes these curricula as well as an accompanying implementation support system.
“We hope to impact children’s knowledge and skills in math and science,” explains Jessica Whittaker, a Research Assistant Professor at CASTL and an Investigator on the project. “And through ongoing support, we hope that teachers will improve their instructional interactions with children in the classroom.”
The successful kick off and launch of this three-year project is key. Over 50 directors and 120 teachers attended the introductory meetings to learn more about the project purpose, history and responsibilities.
Mable Kinzie, an Associate Professor at CASTL and the lead Investigator on the project, finds these face-to-face kick off meetings helpful to encourage participants’ investment in the project. “It’s a great opportunity to answer questions in person and describe the benefits associated with the experimental study.”
This project involves a randomized control trial (RCT), which means that teachers will be randomly assigned into an intervention group that will implement the MTP-M/S curricula, and a “business-as-usual” group that will continue use of their current math and science curricula. Both groups of teachers will receive professional development support of differing types throughout the project. At the end of the project, both groups will receive full access to the MTP-M/S online curricula and teacher supports.
The MTP-M/S Team is partnering with the Mid-America Regional Council’s Metropolitan Council on Early Learning to conduct this study in Kansas City. The effort is funded through 2016 by the Institute of Educational Sciences, U.S. Dept. of Education.