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PostedTitleAuthorIn / AtTypeYear
4/27/16External Feedback for Educational Research: What Should We Ask?John T. Sutton, Arlene Mitchell, Catherine Callow-Heusser, Michael J. Culbertson, Emma Espel, Jennifer Weston-SementelliDiscussion Paper2016
4/26/16One Hundred Years of Research Prudent AspirationsGene V. GlassEducation ResearcherPeer-Reviewed Article2016
4/26/16Examining Conceptions of How People Learn Over the Decades Through AERA Presidential Addresses: Diversity and Equity as Persistent ConundrumsCarol D. LeeEducation ResearcherPeer-Reviewed Article2016
4/26/16Research on Teaching and Teacher Education and Its Influences on Policy and PracticeLinda Darling-HammondEducation ResearcherPeer-Reviewed Article2016
4/26/16Teaching and Teacher Education: Absence and Presence in AERA Presidential AddressesMarilyn Cochran-SmithEducation ResearcherPeer-Reviewed Article2016
4/26/16And Then There Is This Thing Called the Curriculum: Organization, Imagination, and MindGloria Ladson-BillingsEducation ResearcherPeer-Reviewed Article2016
4/26/16100 Years of Curriculum History, Theory, and ResearchAlan H. SchoenfeldEducation ResearcherPeer-Reviewed Article2016
4/26/16Testing and Assessment for the Good of Education: Contributions of AERA Presidents, 1915–2015Lorrie A. ShepardEducation ResearcherPeer-Reviewed Article2016
4/19/16Competing Strands Of Educational Reform Policy: Can Collaborative School Reform and Teacher Evaluation Reform Be Reconciled?Nathan D. Jones, Elizabeth Bettini, Mary T. BrownellAlbert Shanker InstituteReport2016
4/19/16The Social Side Of Education Reform: A Research PrimerAlan J. Daly, Kara S. Finnigan, Susan Moore Johnson, Matthew A. Kraft, Carrie R. Leana, Frits K. Pil, Matthew Ronfeldt, James P. Spillane, Esther QuinteroAlbert Shanker InstituteCollection of Resources2016
4/19/16Intra- and Interschool Interactions about Instruction: Exploring the Conditions for Social Capital DevelopmentJames P. Spillane, Megan Hopkins, Tracy M. SweetAmerican Journal of EducationPeer-Reviewed Article2015
4/13/16The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science ClassroomsPhilip Sadler, Gerhard Sonnert, Harold Coyle, Nancy Cook Smith, Jaimie L. MillerAmerican Educational Research JournalPeer-Reviewed Article2013
4/13/16Resources for Teaching: Examining Personal and Institutional Predictors of High-Quality InstructionHeather C. Hill, David Blazar, Kathleen LynchAERA OpenPeer-Reviewed Article2015
4/13/16Explaining Teacher Effects on Achievement Using Measures from Multiple Research TraditionsAndrew Bacher-Hicks, Mark Chin, Heather C. Hill, Douglas O. StaigerInstitute of Education Sciences, U.S. Department...Working Paper2015
4/06/16Using Value-Added Models to Measure Teacher Effects on Students' Motivation and AchievementErik A. Ruzek, Thurston Domina, AnneMarie M. Conley, Greg J. Duncan, Stuart A. KarabenickJournal of Early AdolescencePeer-Reviewed Article2015
4/06/16Assessing And Evaluating Teacher Education Programs: APA Task Force ReportF. Worrell, M. Brabeck, C. Dwyer, K. Geisinger, R. Marx, G. Noell, R. PiantaAmerican Psychological AssociationReport2014
4/06/16Caught in a Vise: The Challenges Facing Teacher Preparation in an Era of AccountabilityRick Ginsberg, Neal KingstonTeachers College RecordPeer-Reviewed Article2014
4/06/16The Politics and Statistics of Value-Added Modeling for Accountability of Teacher Preparation ProgramsJane Arnold Lincove, Cynthia Osborne, Amanda Dillon, Nicholas MillsJournal of Teacher EducationPeer-Reviewed Article2014
4/06/16The Emergence Of High-Stakes Accountability Policies In Teacher Preparation: An Examination Of The U.S. Department Of Education's Proposed RegulationsMaria Teresa Tatto, Corey Savage, Wei Liao, Stefanie L. Marshall, Paul Goldblatt, Leonardo M. ContrerasEducation Policy Analysis ArchivesPeer-Reviewed Article2016
4/06/16Holding Teacher Preparation Accountable: A Review of Claims and EvidenceMarilyn Cochran-Smith, Rebecca Stern, Juan Gabriel Sanchez, Andrew Miller, Elizabeth Stringer Keefe, M. Beatriz Fernandez, Wen-Chia Chang, Molly Cummings Carney, Stephani Burton, Megina BakerNational Education Policy Center (NEPC)Policy Brief2016
4/06/16Interconnecting STEM with Informed Engineering Design PedagogyDavid Burghardt120th Annual ASEE Annual ConferenceConference Paper2013
4/06/16Understanding 'Core Practices' and 'Practice-Based' Teacher Education: Learning From the PastFrancesca M. ForzaniJournal of Teacher EducationPeer-Reviewed Article2014
4/06/16Knowing What Teachers KnowDrew H. Gitomer, Robert C. ZiskReview of Research in EducationPeer-Reviewed Article2015
4/06/16Understanding Misconceptions: Teaching and Learning in Middle School Physical SciencePhilip M. Sadler, Gerhard SonnertAmerican EducatorArticle2016
3/30/16Moving from Compliance to Agency: What Teachers Need to Make Professional Learning WorkLaurie CalvertLearning Forward and NCTAFReport2016
3/30/16Developing Shanghai's TeachersMinxuan Zhang, Xiaojing Ding, Jinjie XuNational Center on Education and the EconomyReport2016
3/30/16Beyond PD: Teacher Professional Learning in High-Performing SystemsBen Jensen, Julie Sonnemann, Katie Roberts-Hull, Amelie HunterThe National Center on Education and the...Report2016
3/30/16Supporting Teacher Professionalism: Insights from TALIS 2013OECDReport2016
3/23/16Understanding the Co-Construction of Inquiry Practices: A Case Study of a Responsive Teaching EnvironmentApril C. Maskiewicz, Victoria A. WintersJournal of Research in Science TeachingPeer-Reviewed Article2012
3/23/16Instructional Reasoning About Interpretations Of Student Thinking That Supports Responsive Teaching In Secondary MathematicsElizabeth B. Dyer, Miriam Gamoran SherinZDM Mathematics EducationPeer-Reviewed Article2015
3/23/16The Redirection: An Indicator of How Teachers Respond to Student ThinkingJennifer Evarts LinebackJournal of the Learning SciencesPeer-Reviewed Article2015
3/23/16Supporting Preservice Science Teachers' Ability to Attend and Respond to Student Thinking by DesignHosun Kang, Charles W. AndersonScience EducationPeer-Reviewed Article2015
3/23/16Rigor and Responsiveness in Classroom ActivityJessica Thompson, Sara Hagenah, Hosun Kang, David Stroupe, Melissa Braaten, Carolyn Colley, Mark WindschitlTeachers College RecordPeer-Reviewed Article2016
3/23/16Characterizing a New Dimension of Change in Attending and Responding to the Substance of Student ThinkingJennifer Richards, Andrew Elby, Ayush GuptaThe International Conference of the Learning Sciences...Conference Paper2014
3/16/16Aiming High and Falling Short: California's Eighth-Grade Algebra-for-All EffortThurston Domina, Andrew McEachin, Andrew Penner, Emily PennerEducational Evaluation and Policy AnalysisPeer-Reviewed Article2015
3/16/16Algebra for All: California’s Eighth-Grade Algebra Initiative as Constrained CurriculaThurston Domina, Andrew M. Penner, Emily K. Penner, AnneMarie ConleyTeachers College RecordPeer-Reviewed Article2014
3/16/16Who Repeats Algebra I, and How Does Initial Performance Relate to Improvement When the Course Is Repeated?Tony Fong, Karina Jaquet, Neal FinkelsteinU.S. Department of Education, Institute of...Report2014
3/16/16The Aftermath of Accelerating Algebra Evidence from District Policy InitiativesCharles T. Clotfelter, Helen F. Ladd, Jacob L. VigdorThe Journal of Human ResourcesPeer-Reviewed Article2015
3/16/16Middle School Math Acceleration and Equitable Access to Eighth-Grade Algebra: Evidence From the Wake County Public School SystemShaun M. Dougherty, Joshua S. Goodman, Darryl V. Hill, Erica G. Litke, Lindsay C. PageEducational Evaluation and Policy AnalysisPeer-Reviewed Article2015
3/16/16Eighth-Grade Algebra Course Placement and Student Motivation for MathematicsRahila Simzar, Thurston Domina, Cathy TranAERA OpenPeer-Reviewed Article2016
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