National Center for Teacher Effectiveness

Content tagged with National Center for Teacher Effectiveness

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Who is an Effective Teacher?

News
CEPR Faculty Director Thomas Kane discusses the minimum standard of effectiveness for teachers in the following Brookings Institution paper. As states and districts implement new teacher evaluation systems, they will struggle to differentiate between...

Erica Litke

Person

Erica Litke is a doctoral student in the education policy, leadership, and instructional practice concentration at the Harvard Graduate School of Education. Her research focuses on secondary math instruction and issues of equity. She is particularly...

Heather C. Hill

Person

Heather Hill studies policies and programs designed to improve teacher and teaching quality. Her recent research focuses on teacher professional development; instructional coaching; teacher evaluation; changes over time in teachers’ mathematical knowledge...

Claire Gogolen

Person

As the associate director for the Mathematics Teaching and Teacher Learning Program at Harvard University's Center for Education Policy Research, Claire oversees the development, delivery, and expansion of new mathematics coaching frameworks. In her time...

Thomas J. Kane

Person

Thomas Kane is an economist, Walter H. Gale Professor of Education at the Harvard Graduate School of Education, member of the Yidan Prize Foundation Council of Luminaries, and faculty director of CEPR. Between 2009 and 2012, he directed the Measures of...

Johanna Barmore

Person

Johanna Barmore is a doctoral student in the education policy, leadership, and instructional practice concentration at the Harvard Graduate School of Education. Her research interests include examining how policy impacts teachers' instructional practice...

David Blazar

Person

David Blazar is an Assistant Professor of Education Policy and Economics at the University of Maryland. His research examines teacher labor markets, with a focus on professional learning, organizational contexts of schools and districts, and...

Bibliographic References tagged with National Center for Teacher Effectiveness

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Blazar, D. (2015). Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement. Economics of Education Review, 48, 16-29.
Blazar, D. (2015). Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement. Economics of Education Review, 48, 16-29.
Chin, M., & Goldhaber, D. (2015). Exploring Explanations for the "Weak" Relationship Between Value Added and Observation-Based Measures of Teacher Performance.
Chin, M., & Goldhaber, D. (2015). Exploring Explanations for the "Weak" Relationship Between Value Added and Observation-Based Measures of Teacher Performance.
Hickman, J., Fu, J., & Hill, H. (2012). Technical Report: Creation and Dissemination of Upper-Elementary Mathematics Assessment Modules.
Hickman, J., Fu, J., & Hill, H. (2012). Technical Report: Creation and Dissemination of Upper-Elementary Mathematics Assessment Modules.
Kelcey, B., Hill, H., & McGinn, D. (2014). Approximate measurement invariance in cross-classified rater-mediated assessments. Frontiers in Psychology, 5(1469).
Kelcey, B., Hill, H., & McGinn, D. (2014). Approximate measurement invariance in cross-classified rater-mediated assessments. Frontiers in Psychology, 5(1469).
Hill, H., Charalambous, C., & Chin, M. (2015). Teacher Characteristics and Student Learning: Toward a More Comprehensive Examination of the Association.
Hill, H., Charalambous, C., & Chin, M. (2015). Teacher Characteristics and Student Learning: Toward a More Comprehensive Examination of the Association.
Hill, H., Chin, M., & Blazar, D. (2015). Teachers’ Knowledge of Students: Defining a Domain.
Hill, H., Chin, M., & Blazar, D. (2015). Teachers’ Knowledge of Students: Defining a Domain.
Hill, H., & Chin, M. (2014). Year-to-Year Stability in Measures of Teachers and Teaching.
Hill, H., & Chin, M. (2014). Year-to-Year Stability in Measures of Teachers and Teaching.
Blazar, D., Braslow, D., Charalambous, C., & Hill, H. (2015). Attending to General and Content-Specific Dimensions of Teaching: Exploring Factors Across Two Observation Instruments.
Blazar, D., Braslow, D., Charalambous, C., & Hill, H. (2015). Attending to General and Content-Specific Dimensions of Teaching: Exploring Factors Across Two Observation Instruments.
NCTE Newsletter - Fall 2014 [AUDIO]. (2014). National Center for Teacher Effectiveness.
NCTE Newsletter - Fall 2014 [AUDIO]. (2014). National Center for Teacher Effectiveness.
Kraft, M., & Papay, J. (2014). Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience. Educational Evaluation and Policy Analysis, 36(4), 476-500.
Kraft, M., & Papay, J. (2014). Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience. Educational Evaluation and Policy Analysis, 36(4), 476-500.