Melissa Boston
Biographic Data
| ID | 7142389 |
|---|---|
| NAME | Melissa Boston |
| GIVEN NAMES | Melissa |
| FAMILY NAME | Boston |
| SIGNATURE | BOSTON M |
| AFFILIATIONS | Duquesne University |
| ORCID | 0000-0002-0095-1514 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 4 |
| 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…
Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality
Developing a Tool to Capture Productive and Unproductive Mindsets About Teaching Mathematics to African American Students
In this article, we describe the development of a survey intended to assess teachers’ perceptions on teaching mathematics to African American students. Research on productive and unproductive mindsets that affect teachers’ ways of being in the classroom guided the design of the survey. We share results from three-survey administrations with two cohorts of teachers participating in a professional learning initiative designed to address historic an…
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…
Developing a Tool to Capture Productive and Unproductive Mindsets About Teaching Mathematics to African American Students
In this article, we describe the development of a survey intended to assess teachers’ perceptions on teaching mathematics to African American students. Research on productive and unproductive mindsets that affect teachers’ ways of being in the classroom guided the design of the survey. We share results from three-survey administrations with two cohorts of teachers participating in a professional learning initiative designed to address historic an…
Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality
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…
Mathematics education (4 works) · Psychology (4 works) · Pedagogy (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Faculty Development (2 works) · Mathematics Education and Teaching Techniques (2 works) · Perception (2 works) · Professional development (2 works) · School Choice and Performance (2 works) · Sociology (2 works)