Melissa D Boston
Biographic Data
| ID | 6006520 |
|---|---|
| NAME | Melissa D Boston |
| GIVEN NAMES | Melissa D |
| FAMILY NAME | Boston |
| SIGNATURE | BOSTON M D |
| AFFILIATIONS | Duquesne University, Pittsburgh, PA, USA |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Positioning K-8 Classroom Teachers as Mathematics Instructional Leaders
In this research report, we consider how to empower K-8 teachers as mathematics instructional leaders to initiate and sustain improvements within their schools, as a practical and sustainable model of enacting change in mathematics education more broadly by developing leadership from within. We share the theoretical framework and findings from a 5-year National Science Foundation project. We utilized a longitudinal mixed methods approach, collect…
Middle School Mathematics Instruction in Instructionally Focused Urban Districts
Direct assessments of instructional practice (e.g., classroom observations) are necessary to identify and eliminate opportunity gaps in students’ learning of mathematics. This study examined 114 middle school mathematics classrooms in four instructionally focused urban districts. Results from the Instructional Quality Assessment identified high percentages of lessons featuring cognitively challenging tasks, but declines in cognitive challenge dur…
Middle School Mathematics Instruction in Instructionally Focused Urban Districts
Direct assessments of instructional practice (e.g., classroom observations) are necessary to identify and eliminate opportunity gaps in students’ learning of mathematics. This study examined 114 middle school mathematics classrooms in four instructionally focused urban districts. Results from the Instructional Quality Assessment identified high percentages of lessons featuring cognitively challenging tasks, but declines in cognitive challenge dur…
Middle School Mathematics Instruction in Instructionally Focused Urban Districts
Direct assessments of instructional practice (e.g., classroom observations) are necessary to identify and eliminate opportunity gaps in students’ learning of mathematics. This study examined 114 middle school mathematics classrooms in four instructionally focused urban districts. Results from the Instructional Quality Assessment identified high percentages of lessons featuring cognitively challenging tasks, but declines in cognitive challenge dur…
Positioning K-8 Classroom Teachers as Mathematics Instructional Leaders
In this research report, we consider how to empower K-8 teachers as mathematics instructional leaders to initiate and sustain improvements within their schools, as a practical and sustainable model of enacting change in mathematics education more broadly by developing leadership from within. We share the theoretical framework and findings from a 5-year National Science Foundation project. We utilized a longitudinal mixed methods approach, collect…
Cognitive and developmental aspects of mathematical skills (2 works) · Mathematics education (2 works) · Mathematics Education and Teaching Techniques (2 works) · Pedagogy (2 works) · Psychology (2 works) · Curriculum (1 work) · Educational leadership (1 work) · Faculty Development (1 work) · Focus group (1 work) · Instructional leadership (1 work)