Heather Hill
Heather C. Hill studies policies and programs designed to improve mathematics teacher and teaching quality. Her recent research focuses on: teacher professional development, instructional coaching, teacher evaluation, changes over time in teachers' mathematical knowledge and instructional quality in mathematics, and the teacher experiences and characteristics that lead to high-quality instruction and stronger student outcomes. Hill and her team have developed assessments that capture teachers' mathematical knowledge for teaching and teachers' mathematical quality of instruction, assessments now widely available to researchers, instructional coaches, evaluators, and policy-makers via online training and administrative systems. Hill is a fellow of the American Educational Research Association (AERA), and serves on the AERA grants board, on the editorial boards of several journals, and as an advisor to numerous research projects and policy efforts in both the U.S. and abroad. She is co-author of Learning Policy: When State Education Reform Works with David K. Cohen (Yale Press, 2001).
Publications
- Heather Hill, Zid Mancenido, Susanna Loeb. Effectiveness Research for Teacher Education.
- Heather Hill, Erica Litke, Kathleen Lynch. Learning lessons from instruction: Descriptive results from an observational study of urban elementary mathematics classrooms.
- Matthew Kraft, Heather Hill. Developing Ambitious Mathematics Instruction through Web-Based Coaching: A Randomized Field Trial.
- Kathleen Lynch, Heather Hill, Kathryn Gonzalez, Cynthia Pollard. Strengthening STEM Instruction in Schools: Learning from Research.
- Charalambos Y. Charalambous, Heather Hill, Mark J. Chin, Daniel McGinn. Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning.
- Kathleen Lynch, Heather Hill, Kathryn Gonzalez, Cynthia Pollard. Strengthening the Research Base that Informs STEM Instructional Improvement Efforts: A Meta-Analysis.
- Robin T. Jacob, Heather Hill, Doug Corey. The Impact of a Professional Development Program on Teachers' Mathematical Knowledge for Teaching, Instruction, and Student Achievement.
- Heather Hill, Mary Beisiegel, Robin T. Jacob. Professional Development Research: Consensus, Crossroads, and Challenges.
- Heather Hill, Pam Grossman. Learning from Teacher Observations: Challenges and Opportunities Posed by New Teacher Evaluation Systems.
- Heather Hill, Kristin Umland, Erica Litke, Laura R. Kapitula. Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice.
- Heather Hill, Charalambos Y. Charalambous, Matthew Kraft. When Rater Reliability Is Not Enough: Teacher Observation Systems and a Case for the Generalizability Study.
- Charalambos Y. Charalambous, Heather Hill, Deborah Loewenberg Ball. Prospective teachers’ learning to provide instructional explanations: how does it look and what might it take?.
- Heather Hill, Deborah Loewenberg Ball. The Curious — and Crucial — Case of Mathematical Knowledge for Teaching.
- Heather Hill, Brian Rowan, Deborah Loewenberg Ball. Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement.
- Heather Hill, Deborah Loewenberg Ball. Learning mathematics for teaching: Results from California’s Mathematics Professional Development Institutes.
- Heather Hill, Deborah Loewenberg Ball, Stephen G. Schilling. Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students.
