Displaying 121 - 150 of 426



Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence
Matthew Kraft, David Blazar. (2017). Educational Policy, 31(7), 1033-1068

The Impact of a Professional Development Program on Teachers' Mathematical Knowledge for Teaching, Instruction, and Student Achievement
Robin T. Jacob, Heather C. Hill, Doug Corey. (2017). Journal of Research on Educational Effectiveness, 10(2), 379-407

Attention-deficit/hyperactivity disorder severity, diagnosis, & later academic achievement in a national sample
Jayanti Owens , Heide Jackson. (2017). Social Science Research, 61, 251-265


Memo: Improving the teacher workforce
Pam Grossman, Susanna Loeb. (2016). Brown Center Chalkboard - The Brookings Institution

Different Skills? Identifying Differentially Effective Teachers of English Language Learners
Benjamin Master, Susanna Loeb, Camille Whitney, James Wyckoff. (2016). The Elementary School Journal, 117(2)

Going to school is optional: Schools need to engage students to increase their lifetime opportunities
Jing Liu, Susanna Loeb. (2016). Evidence Speaks Reports - The Brookings Institution

Passing It On: Parent-to-Adult Child Financial Transfers for School and Socioeconomic Attainment
Emily Rauscher. (2016). RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(6), 172-196

School organizational contexts, teacher turnover, and student achievement: Evidence from panel data
Matthew Kraft, William Marinell, Darrick Yee. (2016). American Educational Research Journal, 53(5), 1411-1499

The Myth of the Performance Plateau
John Papay, Matthew Kraft. (2016). Educational Leadership, 73(8), 36-42

Making use of waivers under ESSA
Susanna Loeb, Heather Hough. (2016). Evidence Speaks Reports - The Brookings Institution

An Integrated Conceptual Framework for the Development of Asian American Children and Youth
Jayanthi Mistry, Jin Li, Hirokazu Yoshikawa, Vivian Tseng, Jonathan Tirrell, Lisa Kiang, Rashmita Mistry, Yijie Wang. (2016). Child Development, 87(4), 1014–1032

Connections Matter: How Interactive Peers Affect Students in Online College Courses
Eric Bettinger, Jing Liu, Susanna Loeb. (2016). Journal of Policy Analysis and Management, 35(4), 763-791

The productivity costs of inefficient hiring practices: Evidence from late teacher hiring
John Papay, Matthew Kraft. (2016). Journal of Policy Analysis and Management, 35(4), 791-817

Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences
Matthew Kraft, Allison Gilmour. (2016). Educational Administration Quarterly, 52(5), 711-753

Humility in learning: A Confucian perspective
Jin Li. (2016). Journal of Moral Education, 1-19

Within- and Between-Sector Quality Differences in Early Childhood Education and Care
Daphna Bassok, Maria Fitzpatrick, Erica Greenberg, Susanna Loeb. (2016). Child Development, 87(5), 1627–1645

Capturing the Ripple Effect
. (2016). Annenberg Institute