Hi Brian,
Thanks for the question. We have three types of measures from various perspectives. At the end of each lesson, students and teachers (who were blind to condition) answered brief surveys rating the levels of collaboration/interaction during that class period. Items are along the lines of “I believe others saw me as an important part of the group today.” In addition, observers (blind to condition) used the RTOP protocol. From that, we focused on the “classroom culture” items. These don’t give indication of stereotype threat directly, but the finding that all three were dampened on days when threat was primed suggest it is at play. Hope that helps!

Hi Avron,
In this exploratory work, we will not be collecting data with students or in the teachers’ classrooms. Instead, our measures will focus on teachers’ perceived value of the PD experience and content, their level of engagement in the community of practice (via observations and analysis of event logs), and interviews. We’re drawing quite a bit from the community of practice literature (ie, Wenger). Ideally, we’ll follow up from this first run of piloting with a classroom-based study targeting the most promising strategies.

Hi Lisa,
Thanks for the question! We have been working closely with teacher co-designers in developing the PD experience. As they try out different strategies and activities, we’re finding that some are relatively straightforward to integrate into daily instruction – e.g., attending to ways of providing feedback that encourage all learners — while others are more of a stretch. Some strategies particularly seem to be perceived as more in the realm of a guidance counselor’s role. This has been very helpful input as we work together to make strategies usable and feasible.