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Showing all 6 results
Direct linkDesimone, Laura – Teachers College Record, 2013
Background: Since the onset of standards-based reform and its continuation in the form of No Child Left Behind (NCLB) and now Race to the Top, debates have continued about whether such policies foster desirable change in states, districts, schools and classrooms. Research Question: The study asks: How do state and district administrators,…
Descriptors: Educational Change, Academic Standards, State Standards, Educational Legislation
Desimone, Laura; Smith, Thomas M.; Phillips, Kristie J. R. – Teachers College Record, 2013
Background/Context: Most reforms in elementary education rely on teacher learning and improved instruction to increase student learning. This study increases our understanding of which types of professional development effectively change teaching practice in ways that boost student achievement. Purpose/Objective/Research Question/Focus of Study:…
Descriptors: Faculty Development, Academic Achievement, Longitudinal Studies, Mathematics Instruction
Phillips, Kristie J. R.; Desimone, Laura; Smith, Thomas M. – Teachers College Record, 2011
Background/Context: Recent research has demonstrated the potential for teacher professional development to enhance teacher learning, improve instruction, and increase student achievement. Nevertheless, research examining the relationship between state and local policies and teachers' participation in professional development is sparse. This…
Descriptors: State Standards, Teacher Participation, Science Teachers, School Policy
Desimone, Laura; Long, Daniel A. – Teachers College Record, 2010
Background/Context: Although there is relative agreement on the pattern of the achievement gap, attributing changes in the gap to schooling is less clear. Our study contributes to understanding potential teacher and teaching effects on achievement and inequality. Purpose/Objective/Research Question/Focus of Study: We intend our work to contribute…
Descriptors: Teacher Effectiveness, Mathematics Achievement, Low Achievement, Disadvantaged
Desimone, Laura; Smith, Thomas M.; Phillips, Kristie J. R. – Teachers College Record, 2007
Background/Context: Recent research has shown the importance of professional development for teacher learning and has documented the qualities that make professional development effective for improved instruction and student achievement. But there is little research to suggest how the policy environment shapes teachers' choices to participate in…
Descriptors: Educational Strategies, Federal Legislation, Academic Achievement, Educational Change
Peer reviewedDesimone, Laura; Porter, Andrew C.; Birman, Beatrice F.; Garet, Michael S.; Yoon, Kwang Suk – Teachers College Record, 2002
Examined policy mechanisms and processes that districts used to provide high quality inservice professional development to teachers. Data from a national probability sample of professional development coordinators in districts that received federal funding for professional development highlighted specific management and implementation strategies…
Descriptors: Board of Education Policy, Educational Policy, Educational Quality, Elementary Secondary Education
