EMELI was a four-year project to disseminate effective strategies to accelerate progress in achieving equity in mathematics education. Two target audiences were a national cadre of 144 professional developers and a California cadre of teacher leaders.The project provided workshops over two years with expectations to use these strategies in their own settings between workshop sessions. National participants were recruited in teams from existing and current mathematics education projects. The internal evaluation included a longitudinal diary study with teacher leaders.
Deliverables included a conference paper and a series of workshop reports.
Durias, R., Hough, S., & Terman, N. (2002). Leadership for excellence and renewal in mathematics education: An emergent model for supporting beginning teachers in mathematics. Paper presented at the California Commission on Teacher Education. San Jose, California, March 2002. [conference paper]