ISP Publications

BOOK CHAPTER • August 2026 • Alison Brockhouse, Rachel M. Ruggirello, and Gloria Pfeiffer are co-authors of a chapter on PDSA learning cycles that appears in Teaching and Learning for Collaborative Continuous Improvement in Education: Challenges and Possibilities Across the Educational System published by Myers Education Press.

BRIEF • May 2026 • Megumi Hine, Rachel M. Ruggirello, Jason Jabbari, Yung Chun, and Maia Elkana This study investigates mySci’s impact on student science achievement at the school level.

JOURNAL ARTICLE • April 2025 • Rachel M. Ruggirello, Abbey M. Loehr, Takeshi Terada, Jason Jabbari, Yung Chun, Maia Elkana and Alison Brockhouse
This article in Educational Forum co-authored by ISP researchers examines the effects of teacher participation in a NIC on middle mathematics learning.

REPORT • March 2025 • by Alison Brockhouse
STEMpact District Immersion (STEM DI) was a four-year research-practice partnership to improve mathematics education in the St. Louis region. Supported by STEMpact, STEM DI brought together educators from three local districts and education specialists from the Institute for School Partnership at Washington University in St. Louis (ISP). Over the life of this innovative collaboration, we saw important advancements in instructional practices and improved student achievement.

JOURNAL ARTICLE • November 2023 • by Rachel Ruggirello, Alison Brockhouse, & Maia Elkana
Article in the Cultural Studies of Science Education journal studying the use of a research-practice partnership (RPP) approach to supporting equitable K-5 science education during the COVID-19 pandemic.

WHITE PAPER • January 2023 • by The Collaborative Education Research Collective
Collaborative framework for educating, training, and supporting researchers in authentic partnerships with schools & communities developed in partnership with NNERPP, NCRPP, and researchers from across the country with support from The Hewlett Foundation.

JOURNAL ARTICLE • December 2021 • by Maia Elkana & Myra Lopez
The ISP used a trauma-informed approach to use improvement science tools and leverage partnerships with regional educators to support continued science teaching & learning during the COVID-19 pandemic.

JOURNAL ARTICLE • April 2021 • by Victoria May – Contributor
ISP executive director, Victoria May, shares a case study offering insights into the sustainable funding models that enable researchers to engage with schools and teachers in this comprehensive roadmap for science outreach.

EDUCATOR RESOURCE • 2019 • by 100Kin10
Tools for capacity-building organizations and school partners to identify existing assets and tailor support to build on these assets developed in partnership with 100Kin10.

REPORT • 2026 • by Classrooms of Belonging & AI Brain Trust at Beyond100K, with the ISP’s Jennifer Burris contributing.
A future for education shaped by AI won’t be determined by technology alone. It will be shaped by the teachers, students, and systems deciding how.

BOOK CHAPTER • August 2026 • Alison Brockhouse, Rachel M. Ruggirello, and Gloria Pfeiffer are co-authors of a chapter on PDSA learning cycles that appears in Teaching and Learning for Collaborative Continuous Improvement in Education: Challenges and Possibilities Across the Educational System published by Myers Education Press.

BRIEF • December 2025 • by Mitchelle Wambua & Maia Elkana • This brief addresses the benefits and challenges associated with implementing a new
high-quality mathematics curricular resource, with recommendations for how schools can facilitate the implementation process to best support teachers and students.

BRIEF • August 2025 • by Rosalyn Langrohling-Amanor & Maia Elkana This brief addresses how instructional leaders can support teaching and learning to improve student achievement.

JOURNAL ARTICLE • April 2025 • Rachel M. Ruggirello, Abbey M. Loehr, Takeshi Terada, Jason Jabbari, Yung Chun, Maia Elkana and Alison Brockhouse
This article in Educational Forum co-authored by ISP researchers examines the effects of teacher participation in a NIC on middle mathematics learning.

REPORT • March 2025 • by Alison Brockhouse
STEMpact District Immersion (STEM DI) was a four-year research-practice partnership to improve mathematics education in the St. Louis region. Supported by STEMpact, STEM DI brought together educators from three local districts and education specialists from the Institute for School Partnership at Washington University in St. Louis (ISP). Over the life of this innovative collaboration, we saw important advancements in instructional practices and improved student achievement.

BOOK CHAPTER • May 2025 • by Maia Elkana, Rachel Ruggirello, Victoria May, Nikki Doughty and Jay Hartman
This book chapter examines how one research-practice partnership (RPP) navigated and impacted complex PK-12 systems.

JOURNAL ARTICLE • July 2025 • by Maia Elkana & Victoria May
This article in NNERPP EXTRA co-authored by ISP leaders examines Appreciative Inquiry as an approach to surface, understand, and provide solutions in RPPs.

BRIEF • May 2025 • by Maia Elkana & Rosalyn Langrohling-Amanor This brief addresses how instructional leaders can support teaching and learning to improve student achievement.

BRIEF • April 2025 • by Maia Elkana & Rosalyn Langrohling-Amanor This brief addresses features to look for in high-quality curricular materials and
considerations for adoption and implementation of these materials to improve student achievement.

REPORT • 2026 • by Classrooms of Belonging & AI Brain Trust at Beyond100K, with the ISP’s Jennifer Burris contributing.
A future for education shaped by AI won’t be determined by technology alone. It will be shaped by the teachers, students, and systems deciding how.

BOOK CHAPTER • August 2026 • Alison Brockhouse, Rachel M. Ruggirello, and Gloria Pfeiffer are co-authors of a chapter on PDSA learning cycles that appears in Teaching and Learning for Collaborative Continuous Improvement in Education: Challenges and Possibilities Across the Educational System published by Myers Education Press.

BRIEF • March 2026 • Alexandra Forgerson, Carol Colaninno, Rachel M. Ruggirello, and Doug Chalker. With support and resources from WashU’s ASSET program, K-12 teachers nationwide are using the same living model organism that scientists study to understand biological process, Tetrahymena.

BRIEF • May 2026 • Megumi Hine, Rachel M. Ruggirello, Jason Jabbari, Yung Chun, and Maia Elkana This study investigates mySci’s impact on student science achievement at the school level.

BRIEF • December 2025 • by Mitchelle Wambua & Maia Elkana • This brief addresses the benefits and challenges associated with implementing a new
high-quality mathematics curricular resource, with recommendations for how schools can facilitate the implementation process to best support teachers and students.

BRIEF • August 2025 • by Rosalyn Langrohling-Amanor & Maia Elkana This brief addresses how instructional leaders can support teaching and learning to improve student achievement.

WHITE PAPER • September 2023 • by Maia Elkana & Alison Brockhouse
This white paper details the research and design of the mySci program as well as evaluation outcomes for teachers and students.

REPORT • November 2022 • by Maia Elkana
This evaluation brief details the results of a 2-year pilot. This partnership between ISP, The Little Bit Foundation, and SLPS resulted in science teaching & learning gains.

EDUCATOR RESOURCE • June 2021 • by Jeanne Norris & Sarah Schondelmeyer
This STEM Teaching Tool written in partnership between ISP Instructional Specialist and a mySci teacher includes resources to support educators in approaching their own problems and opportunities of practice, similarly to how they would teach students to solve scientific problems.

JOURNAL ARTICLE • April 2025 • Rachel M. Ruggirello, Abbey M. Loehr, Takeshi Terada, Jason Jabbari, Yung Chun, Maia Elkana and Alison Brockhouse
This article in Educational Forum co-authored by ISP researchers examines the effects of teacher participation in a NIC on middle mathematics learning.

REPORT • March 2025 • by Alison Brockhouse
STEMpact District Immersion (STEM DI) was a four-year research-practice partnership to improve mathematics education in the St. Louis region. Supported by STEMpact, STEM DI brought together educators from three local districts and education specialists from the Institute for School Partnership at Washington University in St. Louis (ISP). Over the life of this innovative collaboration, we saw important advancements in instructional practices and improved student achievement.

REPORT • November 2024 • by Maia Elkana & Zoe Lehmann
In 2022, WashU’s Institute for School Partnership (ISP) and a district-based Early Childhood Center formed the Early Childhood Mathematics Research Practice Partnership (ECMRPP), a two-year pilot to focus specifically on early mathematics learning.

REPORT • September 2019 • by 100Kin10
Report by 100Kin10 written with support from ISP instructional specialists on preparing teachers to enable authentic joyful math learning for all students.

REPORT • 2026 • by Classrooms of Belonging & AI Brain Trust at Beyond100K, with the ISP’s Jennifer Burris contributing.
A future for education shaped by AI won’t be determined by technology alone. It will be shaped by the teachers, students, and systems deciding how.

BRIEF • March 2026 • Alexandra Forgerson, Carol Colaninno, Rachel M. Ruggirello, and Doug Chalker. With support and resources from WashU’s ASSET program, K-12 teachers nationwide are using the same living model organism that scientists study to understand biological process, Tetrahymena.

BRIEF • May 2026 • Megumi Hine, Rachel M. Ruggirello, Jason Jabbari, Yung Chun, and Maia Elkana This study investigates mySci’s impact on student science achievement at the school level.

BRIEF • August 2025 • by Rosalyn Langrohling-Amanor & Maia Elkana This brief addresses how instructional leaders can support teaching and learning to improve student achievement.

BOOK CHAPTER • May 2025 • by Maia Elkana, Rachel Ruggirello, Victoria May, Nikki Doughty and Jay Hartman
This book chapter examines how one research-practice partnership (RPP) navigated and impacted complex PK-12 systems.

JOURNAL ARTICLE • July 2025 • by Maia Elkana & Victoria May
This article in NNERPP EXTRA co-authored by ISP leaders examines Appreciative Inquiry as an approach to surface, understand, and provide solutions in RPPs.

JOURNAL ARTICLE • September 2024 • by Alex Gerber & Heather Milo
This article in Science and Children co-authored by ISP Instructional Specialists outlines a professional learning model for supporting teachers implementing ambitious science teaching strategies in their classrooms.

JOURNAL ARTICLE • January 2024 • by Rachel Ruggirello & Alison Brockhouse
Framework for designing equitable and inclusive science lessons and share an example of how this framework was applied to the launch of a fifth grade science unit, specifying the instructional strategies used to provide students with a meaningful, relevant, and engaging learning experience.

JOURNAL ARTICLE • November 2023 • by Rachel Ruggirello, Alison Brockhouse, & Maia Elkana
Article in the Cultural Studies of Science Education journal studying the use of a research-practice partnership (RPP) approach to supporting equitable K-5 science education during the COVID-19 pandemic.

WHITE PAPER • September 2023 • by Maia Elkana & Alison Brockhouse
This white paper details the research and design of the mySci program as well as evaluation outcomes for teachers and students.