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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 — 2002


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Cite This Article as: Teachers College Record Volume 104 Number 8, 2002, p. 1525-1567
http://www.tcrecord.org ID Number: 11041, Date Accessed: 9/2/2014 9:59:48 AM
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About the Author
  • Brian Rowan
    School of Education, University of Michigan
    E-mail Author
    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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