Systems for Instructional Improvement

Systems for Instructional Improvement Creating Coherence from the Classroom to the District Office

Paul Cobb, Kara Jackson, Erin Henrick, Thomas M. Smith, and the MIST team, Afterword by Michael Sorum
cloth, 312 Pages
Pub. Date: May 2018
ISBN-13: 978-1-68253-178-5
Price: $64.00

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paper, 312 Pages
Pub. Date: May 2018
ISBN-13: 978-1-68253-177-8
Price: $33.00

Add to Cart

In Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale. The authors outline the elements of a coherent instructional system; describe productive practices for school leaders in supporting teachers’ growth; and discuss the role of district leaders in developing school-level capacity for instructional improvement.

About the Authors

Paul Cobb is a research professor at Vanderbilt University and the principal investigator of the Middle-school Mathematics and the Institutional Setting of Teaching (MIST) study. Kara Jackson is an associate professor of mathematics education at the University of Washington, Seattle, and is a coprincipal investigator of MIST. Erin Henrick is a senior research associate in the Department of Teaching and Learning at Vanderbilt University, and is the project manager and a coprincipal investigator of MIST. Thomas M. Smith is the dean of the Graduate School of Education at the University of California, Riverside, and is a coprincipal investigator of MIST.

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