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How Do District Management and Implementation Strategies Relate to the Quality of the Professional Development that Districts Provide to Teachers?

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195 cited

1996A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction190 cited

1996Success for All: A Summary of Research174 cited

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2004Assessing Teacher, Classroom, and School Effects, Including Fiscal Effects108 cited
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2005Enhancing Commitment or Tightening Control: The Function of Teacher Professional Development in an Era of Accountability78 cited
2007An Empirical Investigation of Professional Development Effects on Literacy Instruction Using Daily Logs69 cited
2008Science and Mathematics Teachers’ Experiences, Needs, and Expectations Regarding Professional Development67 cited
2020How middle leaders support in-service teachers’ on-site professional learning65 cited
2004New Visions of Teacher Professional Development63 cited
2006Accountability by Design in Literacy Professional Development62 cited
2012Teachers’ Well-being and Effectiveness: The Role of the Interplay between Job Demands and Job Resources45 cited
2008Melding Internal and External Support for School Improvement: How the District Role Changes When Working Closely With External Instructional Support Providers23 cited
2011Home-Town Values and High Accountability: A Texas Recipe for Districtwide Success in an Urban School District20 cited
2010Accountability Policy Implementation and the Case of Smaller School District Capacity: Three Contrasting Cases that Examine the Flow and Use of NCLB Accountability Data14 cited
2011Differentiated Accountability Policy and School Improvement Plans: A Look at Professional Development and Inclusive Practices for Exceptional Students.13 cited
2012Factor Structure of Opportunity to Learn for Students with and without Disabilities9 cited