[Person photo]

Victoria Bill

Research Associate, Fellow, IFL

Heyd-Metzuyanim, E., Smith, M., Bill, V., & Resnick, L. B. (2018). From ritual to explorative participation in discourse-rich instructional practices: A case study of teacher learning through professional development. Educational Studies in Mathematics, 99, 1-17.

Bickel, D. Bill, V., Matsumura, L., Petrosky, A., Russell, J., Schantz, F. & Zook-Howell, D. (2017). Content-focused coaching for continuous improvement in literacy and mathematics. Pittsburgh, PA: Institute for Learning, University of Pittsburgh.

Bill, V., Booker, L., Correnti, R., Russell, J., Schwartz, N., & Stein, M.K. (2017). Tennessee scales up improved math instruction through coaching. The Journal of the National Association of State Boards of Education, 17(2), 22-27.

Smith, M. S., Bill, V., & Hughes, E. K. (2008). Thinking through a lesson protocol: A key for successfully implementing high-level tasks. Mathematics Teaching in the Middle School, 14(3), 132-138.

McConachie, S., Hall, M., Resnick, L., Ravi, A. K., Bill, V. L., Bintz, J., & Taylor, J. A. (2006). Task, Text, and Talk: Literacy for All Subjects. Educational Leadership, 64(2), 8-14.

The Tennessee coaching project led by LRDC's Jennifer Russell and the IFL's Victoria Bill is the subject of EdWeek's "Want to Improve Math Teaching? Try Coaching the Coaches."

June 15, 2018