ABSTRACT
The authors provide results in a mixed-methods cross-case analysis, in which they will bring the qualitative and quantitative analyses together in a complementary fashion to understand similarities and differences across teachers and school sites. While teachers' interpretations of student ideas varied greatly at each school in the baseline year, in Year 3 teachers working together arrived at more of a shared perspective. Some teachers advanced on more than one axis of their formative assessment space, while others particularly excelled on only one. The Midville teachers' laser-like focus on one type of task format afforded the teachers chances to make multiple tweaks across the study to better achieve their goal of drawing out and responding to student thinking in the concept maps. While Sagebrush and Midville continued forward with the same administrative teams and school-wide initiatives, the Monroe teachers faced a totally new context.
