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Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. NCEE 2011-4024.
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Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. NCEE 2011-4024. (2011)Middle School Mathematics Professional De…A virtual coaching model of professional development to increase teachers' digital learning competencies (2021)A virtual coaching model of p…The professional development needs of beginning and experienced teachers in four municipalities in Sweden (2020)The professional development …Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects (2020)Beyond content-focused profes…Does Teacher Training Actually Work? 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Results From a National Sample of Teachers (2001)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Leader noticing of facilitation in videocases of mathematics professional development (2016)Supporting Middle School Teachers’ Implementation of STEM Design Challenges (2016)Factors that foster and deter advanced teachers’ professional development (2018)The Varimax Criterion for Analytic Rotation in Factor Analysis (1958)Knowledge and Teaching:Foundations of the New Reform (1987)Qualitative Data Analysis: An Expanded Sourcebook (1994)Skills, productivity and the evaluation of teacher performance (2014)Principals’ sensemaking and enactment of teacher evaluation (2015)Teacher applicant hiring and teacher performance: Evidence from DC public schools (2018)Professional Development and Teacher Learning: Mapping the Terrain (2004)Teacher Professional Development in Singapore: Depicting the Landscape (2015)Learning areas for holistic education: kindergarten teachers’ curriculum priorities, professional development needs, and beliefs (2016)Principal instructional leadership for teacher participation in professional development: evidence from Japan, Singapore, and South Korea (2019)The Matthew Effect in Science (1968)National Council of Teachers of Mathematics (1979)Effective Programs in Elementary Mathematics: A Meta-Analysis (2021)Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds (2021)The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes (2022)Educational Leadership (2003)Self‐determination theory and work motivation (2005)Preschool teachers’ music-specific professional development preferences: Does teaching experience matter? (2023)Focus Groups: A Practical Guide for Applied Research (1989)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Providing emergency remote teaching: What are teachers’ needs and what could have helped them to deal with the impact of the COVID-19 pandemic? (2022)The Coding Manual for Qualitative Researchers (2022)Why Do Teachers Matter? A Meta-Analytic Review of how Teacher Characteristics and Competencies Affect Students’ Academic Achievement (2023)National Science Education Standards (1995)The Four-Phase Model of Interest Development (2006)STEM High School Administrators’, Teachers’, and Students’ Perceptions of Curricular and Instructional Strategies and Practices (2014)Socioeconomic gaps in science achievement (2018)Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base (2020)The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data (2004)Teachers, Schools, and Academic Achievement (2005)The Common Core State Standards for Mathematics (2015)Reading Habits and Their Influence on Academic Achievement Among Students at Asia Pacific International University (2019)Impact of Children’s math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development (2020)
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  • 2014How Teacher Evaluation Methods Matter for Accountability160 cited
  • 2012Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development157 cited
  • 2017The Impact of a Professional Development Program on Teachers' Mathematical Knowledge for Teaching, Instruction, and Student Achievement154 cited
  • 2013Examining novice teacher leaders’ facilitation of mathematics professional development150 cited
  • 2017Teacher Professional Development: International Perspectives and Approaches146 cited
  • 2015Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement142 cited
  • 2020The professional development needs of beginning and experienced teachers in four municipalities in Sweden126 cited
  • 2013Scaling Up Professional Development in an Era of Common State Standards122 cited
  • 2021A virtual coaching model of professional development to increase teachers' digital learning competencies110 cited
  • 2013Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing?103 cited
  • 2020Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects101 cited
  • 2016Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence99 cited

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2012
Impact of Online Professional Development or Teacher Quality and Student Achievement in Fifth Grade Mathematics
99 cited
  • 2017The Design of Video-Based Professional Development: An Exploratory Experiment Intended to Identify Effective Features94 cited
  • 2019Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program94 cited
  • 2015Exploring Mechanisms of Effective Teacher Coaching90 cited