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Executive Summary
What Large-Scale Survey Research Tells Us About Teacher Effects on Student Achievement: Insights from the Prospects Study of Elementary Schools. by Brian Rowan, Richard Correnti & Robert Miller — 2002To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Brian Rowan
School of Education, University of Michigan
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BRIAN ROWAN is a professor of education at the University of Michigan and director of the Study of Instructional Improvement, conducted by the Consortium for Policy Research in Education. His scholarly interest focuses on the organizational analysis of schooling, paying special attention to the ways in which schools organize and manage instruction and affect student learning. Rowan’s recent publications appear in Hoy and Miskel (Eds.), Theory and Research in Educational Administration (Vol. 1) and the Journal of Educational Change.
- Richard Correnti
School of Education, University of Michigan
E-mail Author
RICHARD CORRENTI is a doctoral candidate in educational administration and policy at the University of Michigan, Ann Arbor. His research interests include the measurement of instruction, instructional effects on student learning, and program evaluation of educational reform interventions.
- Robert Miller
School of Education, University of Michigan
E-mail Author
ROBERT J. MILLER is a doctoral candidate in educational administration and policy at the University of Michigan, Ann Arbor. His main fields of interest are educational policy, organizational theory, and analysis of school effectiveness.
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