Project Focus

Project Focus examines the effects of professional learning activities on teachers’ self-efficacy around questioning and discourse, recognition of evidence of advanced potential, and observed instructional quality (defined by elements of accountable talk and academic rigor). Additionally, we seek to identify the linguistic features that characterize high-quality classroom questioning and discussion and use those to inform ongoing professional learning activities. 

*FUNDED BY JACOB K. JAVITS GIFTED AND TALENTED STUDENTS EDUCATION PROGRAM, U.S. DEPARTMENT OF EDUCATION PR/AWARD # S206A230027

• Build teacher capacity and self-efficacy for recognizing and responding to advanced learners through enhanced classroom questioning and discussion. 
• Increase access to challenging curriculum and instruction emphasizing classroom questioning and discourse for students from traditionally underserved populations. 
• Support equitable identification of gifted students and recognition of high potential behaviors, particularly in students from traditionally underserved populations.