Compares teacher performance on a mathematics assessment, in classroom instruction, and on student outcomes to test whether written assessments generalize to practice.
Finds that teachers' mathematical knowledge for teaching is significantly related to first and third graders' mathematics achievement gains over a school year.
Estimates the impact of MATCH Teacher Coaching across two cohorts, finding large effects in the first but none in the second as the coaching model changed.
Argues that teacher observation instruments used in evaluation must be subject-specific, involve content experts, and give teachers accurate, useful information.
Reports findings from a three-year evaluation of a widely available mathematics professional development program designed to build teachers' knowledge and elicit student thinking.
Observes that randomized trials of individual professional development programs have not revealed which program features work, and proposes a path forward for the field.
Replicates and extends research on whether disciplinary knowledge and knowledge for teaching are distinct, drawing on a multi-year study of over 200 elementary teachers.
Background:For nearly three decades, policy-makers and researchers in the United States have promoted more intellectually rigorous standards for mathematics teaching and learning. Yet, to date, we have limited descriptive evidence on the extent to which reform-oriented instruction has been enacted at scale.
Revisits The Widget Effect with teacher ratings from 24 reform states, finding fewer than 1% rated unsatisfactory but wide variation in rating distributions.
Evaluates MATCH Teacher Coaching among 59 New Orleans charter school teachers, finding coached teachers scored 0.59 standard deviations higher on effective teaching practices.
Finds upper-elementary teachers have large effects on students' self-efficacy, happiness, and classroom behavior, predicted by emotional support and classroom organization.
Provides a framework for conducting rigorous causal research on the effectiveness of teacher education practices, outlining the key design and measurement challenges.
Finds that mid-career teachers become more productive after evaluation, with the largest gains among those who were performing relatively poorly beforehand.
Studies how school organizational contexts relate to teacher turnover and student achievement in New York City middle schools using school survey data.
Meta-analyzes 60 causal studies of teacher coaching, finding pooled effects of 0.49 standard deviations on instruction and 0.18 on student achievement.
Examines a discretionary teacher layoff policy in Charlotte-Mecklenburg Schools and estimates how layoffs affected student achievement by teacher seniority and effectiveness.
Surveys 7,841 teachers across nine states about working conditions during spring 2020 emergency remote teaching and what sustained their sense of success.
