Research-Practitioner Collaboration Meeting

Furthering Girls’ Math Identity is an NSF-funded capacity-building project (HRD-1348524), led by FHI 360 and the New York Academy of Sciences, to advance research and practice related to middle-school girls’ math identity. The ultimate goal of the project is to broaden girls’ participation in STEM education and careers through the development of a Networked Improvement Community (NIC), an intentionally formed network of educational professionals and practitioners working with researchers to address a practical problem of high importance.1
The Furthering Girls’ Math Identity project invites you to apply to attend a working meeting in New York City on January 25, 2017. The goal of the meeting is to facilitate collaboration between researchers and practitioners (e.g., classroom teachers, informal educators, and staff development professionals) on improvement projects designed to foster a strong math identity in middle-school girls. By improvement projects, we mean the design, implementation and study of an intervention with the goal of improving practice. Facilitators, evaluators and funders will also be in attendance.
The meeting will build on the work of a June 2015 convening during which researchers and practitioners identified key "drivers" of girls’ math identity as well as related practices and needed systemic changes. Some of these drivers included:
  • Infusing a growth mindset into professional development and teaching practice
  • Using engaging instructional methods designed for girls
  • Creating positive expectations about girls and math
  • Helping girls understand how they can use math in their own lives
The next step for the Girls’ Math Identity NIC is to foster researcher-practitioner partnerships to engage in improvement projects that further our learning about how to develop middle school girls’ math identity. This meeting is designed to provide interested researchers and practitioners with an opportunity to meet together to plan, develop, or refine improvement projects in the following areas:
  • Professional development
  • Parent/public awareness
  • Positive messaging for girls
Expected outcomes for this meeting include:
  • Researchers and practitioners will connect to explore collaborations around projects to improve middle-school girls’ math identity
  • Researchers and practitioners will develop action plans to design and implement an intervention, and study its efficacy through a “plan, do, study, act”2 inquiry cycle.
  • Following the convening, researchers and practitioners will continue to pursue improvement project collaborations, and seek funding if necessary
A limited number of mini-grants of up to $1,000 will be awarded to promising projects after participation in the meeting to aid in project planning and implementation.
Who Should Apply
We encourage a diverse range of professionals to apply including middle-school educators, informal educators, trainers of STEM teachers, doctoral students and new Ph.Ds. Specifically, we are seeking:
Educators (in school and informal) who are:  
  • interested in or already working on the issue of girls’ math identity
  • looking for or currently working with researchers to conduct an improvement project related to girls’ math identity 
Researchers who are:
  • looking for or currently working with educators as partners on an improvement project on girls’ math identity; or
  • looking for new ideas/collaborators for research/practitioner partnerships 
You may apply as an individual seeking collaborators to pursue a project, or existing collaborations may apply as a small team to pursue new areas of inquiry. If you are applying as a team, please have one person complete the application for the team.
Applications are due Wednesday, November 30, 2016. (Now closed. Thank you for your interest. Please be sure to sign up for future communications on our homepage.)

Notification about invitations will be made by December 16, 2017.

Researcher-Practitioner Collaboration Meeting: January 25, 2017 (If applying, please save the date on your calendars for a full day meeting.)

Mini-grant awards will be made to researcher-practitioner teams following the meeting.

Questions? Please contact us here

[1] Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better.
[2] Plan-do-study-act inquiry cycles are a method for iterative testing of changes to a process or intervention. The cycle includes the following steps: 1) Plan- Define the change. Make predictions about what will happen as a result. Design a way to test the change. 2) Do- Carry out the change. Collect data on the results. 3) Study- analyze the data. Compare results to predictions. Determine what was learned to inform the next cycle. 4) Act- Decide what to do next: adapt, abandon, or adopt the process/intervention.