Why Mills

P: 510.430.3170

F: 510.430.3379

E: education@mills.edu

Faculty Research

Mills College School of Education faculty are widely renowned for research that addresses critical and timely educational issues and contributes to the advancement of educational practice. Following are examples of faculty research that reflect the range of scholarship at the School of Education.

Catherine Lewis

Catherine Lewis
Distinguished Research

Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning
Abstract: An understanding of fractions eludes many US students, and research-based knowledge about fractions, such as the utility of linear representation, has not broadly influenced instruction. This randomized trial of lesson study supported by mathematical resources assigned 39 educator teams across the United States to locally managed lesson study supported by a fractions lesson study resource kit or to one of two control conditions. Educators (87% of whom were elementary teachers) self-managed learning over a three-month period. HLM analyses indicated significantly greater improvement of educators’ and students’ fractions knowledge for teams randomly assigned to lesson study with resource kits. Results suggest that integrating research based resources into lesson study offers a new approach to the problem of “scale-up” by combining the strengths of teacher leadership and research-based knowledge. www.lessonresearch.net

Priya Shimpi

Priya Shimpi
Assistant Professor
of Education
Early Childhood

Social and Linguistic Input in Low-Income African American Mother-Child Dyads
Abstract: The relation of social and linguistic input measures to early vocabulary development was examined in 30 low-income African American mother-infant pairs. Significant positive relations were found between linguistic input measures and child vocabulary development. Findings for social input measures included positive relations between directive input and child word types, which differs from previous research with European American middle-class samples. These results highlight the need for more diversity in parent-child research samples. Further, these results raise questions about one-size-fits-all approaches to early care and education which have been traditionally based on European American models.Read article »

Last Updated: 9/5/17