Assessing Teaching Practice Project (@Practice Project)

Teaching Simulation Assessments

Content:

What we assess
 
 

Design:

How we assess it
 
 

Interpretation:

How we interpret assessment results
 
 

About Our Project

The Assessing Teaching Practice (@Practice Project) develops and studies teaching simulations as a way to assess and support the learning of high-leverage teaching practices and mathematical knowledge for teaching.



 
Read more about our project

 
View studies

 
View guiding literature

Our Team

Tim Boerst
Principal Investigator
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Tim is a Professor of Clinical Practice at the University of Michigan School of Education. His work supports the development and assessment of beginning teachers who are pedagogically skilled, subject-matter serious, and committed to the learning of every student.
Meghan Shaughnessy
Principal Investigator
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Meghan is a research specialist and teacher educator at the University of Michigan. Her research focuses on the study and improvement of mathematics instruction, specifically practice-intensive approaches to the professional training of teachers, and assessment of developing skills with teaching practices.
Deborah Loewenberg Ball
Co-Principal Investigator
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Deborah is the William H. Payne Collegiate Professor of education at the University of Michigan and director of TeachingWorks. She is an expert on teacher education and her research focuses on teaching mathematics in ways that make it possible for all young people to be mathematically fluent.
Merrie Blunk
Project Manager
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Merrie is a research specialist and an elementary-education field supervisor at the University of Michigan School of Education. Her research focuses on assessing teachers’ and teaching interns’ mathematical knowledge for teaching and mathematical teaching practices.
Xueying Prawat
Postdoctoral Fellow
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Xueying’s research interests focus on teaching and learning to teach, and connecting math and the real world.
Susanna Farmer
Graduate Student Research Assistant
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Susanna’s research focuses on the ways in which elementary teachers work with guidance and resources for instruction to shape the interactions they have with students around content.
Emily Theriault-Kimmey
Graduate Student Research Assistant
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Emily’s interests include the study and development of teaching practices that support equitable mathematics instruction.
Rosalie DeFino
Graduate Student Research Assistant
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Rosie’s research interests include understanding the knowledge, beliefs, and experiences that enable elementary teachers to teach mathematics in ways that both honor children’s development and help them construct understanding through discussion, multiple representations, and problem solving.

Presentations & Publications



This research was supported by the National Science Foundation, through grants to the University of Michigan. The opinions, findings, and recommendations expressed are those of the authors and do not represent the views of the National Science Foundation.