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Scaling Teachers' Professional Development for ASSISTments Companion Report: Implementation Analysis of the ASSISTments Intervention

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Title: Scaling Teachers' Professional Development for ASSISTments Companion Report: Implementation Analysis of the ASSISTments Intervention
Language: English
Authors: Mingyu Feng, Linlin Li, Natalie Brezack, Megan Schneider, WestEd
Source: WestEd. 2025.
Availability: WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
Peer Reviewed: N
Page Count: 46
Publication Date: 2025
Sponsoring Agency: Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR)
Contract Number: U411B190024
Document Type: Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 6
Intermediate Grades
Grade 7
Grade 8
Descriptors: Educational Technology, Middle School Teachers, Communities of Practice, Faculty Development, Feedback (Response), Formative Evaluation, Middle School Students, Mathematics Achievement, Middle School Mathematics, Intervention, Rural Schools, Disadvantaged Schools, Independent Study, Achievement Tests, Program Effectiveness, Mathematics Instruction, Teacher Characteristics, Institutional Characteristics, Grade 6, Grade 7, Grade 8
Assessment and Survey Identifiers: Measures of Academic Progress
Abstract: This report is a companion to the "Scaling Teachers' Professional Development for ASSISTments: Evaluation Final Report" and presents an in-depth look at how the integration of the ASSISTments platform with a virtual professional learning community (vPLC) supported middle school math teachers in improving instruction, fostering student self-regulated learning, and achieving meaningful gains among students with lower levels of performance--particularly in rural schools--through data-informed teaching, collaborative professional support, and targeted feedback practices. [WestEd worked as a subcontractor to Worcester Polytechnic Institute and partnered with The ASSISTments Foundation and Lesley University for this report.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED677784
Database: ERIC
FullText Text:
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  Data: Scaling Teachers' Professional Development for ASSISTments Companion Report: Implementation Analysis of the ASSISTments Intervention
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  Data: <searchLink fieldCode="AR" term="%22Mingyu+Feng%22">Mingyu Feng</searchLink><br /><searchLink fieldCode="AR" term="%22Linlin+Li%22">Linlin Li</searchLink><br /><searchLink fieldCode="AR" term="%22Natalie+Brezack%22">Natalie Brezack</searchLink><br /><searchLink fieldCode="AR" term="%22Megan+Schneider%22">Megan Schneider</searchLink><br /><searchLink fieldCode="AR" term="%22WestEd%22">WestEd</searchLink>
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  Data: WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
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  Data: 46
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  Data: 2025
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  Data: Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR)
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
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  Label: Assessment and Survey Identifiers
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This report is a companion to the "Scaling Teachers' Professional Development for ASSISTments: Evaluation Final Report" and presents an in-depth look at how the integration of the ASSISTments platform with a virtual professional learning community (vPLC) supported middle school math teachers in improving instruction, fostering student self-regulated learning, and achieving meaningful gains among students with lower levels of performance--particularly in rural schools--through data-informed teaching, collaborative professional support, and targeted feedback practices. [WestEd worked as a subcontractor to Worcester Polytechnic Institute and partnered with The ASSISTments Foundation and Lesley University for this report.]
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  Data: 2026
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  Data: ED677784
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 46
    Subjects:
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Middle School Mathematics
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Disadvantaged Schools
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Measures of Academic Progress
        Type: general
    Titles:
      – TitleFull: Scaling Teachers' Professional Development for ASSISTments Companion Report: Implementation Analysis of the ASSISTments Intervention
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            NameFull: Mingyu Feng
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              M: 09
              Type: published
              Y: 2025
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