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Teacher Participation in Content-Focused Professional Development & The Role of State Policy

by Kristie J.R. Phillips, Laura Desimone & Thomas M. Smith — 2011

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Cite This Article as: Teachers College Record Volume 113 Number 11, 2011, p. 2586-2621
http://www.tcrecord.org ID Number: 16145, Date Accessed: 7/21/2018 3:36:52 PM
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About the Author
  • Kristie Phillips
    Brigham Young University
    E-mail Author
    PROFESSOR PHILLIPS’ research interests include teacher preparation, school choice, and educational outcomes as functions of social contexts. Her research combines elements of sociological inquiry and education policy to provide a framework for the range of social and academic experiences of students, teachers, and administrators within educational settings.
  • Laura Desimone
    University of Pennsylvania
    E-mail Author
    PROFESSOR DESIMONE’s research focuses on understanding policy effects on teaching and learning, policy implementation, and the improvement of methods for studying policy effects and implementation (e.g., improving the quality of surveys and the appropriate use of multiple methodologies).
  • Thomas Smith
    Vanderbilt University
    E-mail Author
    THOMAS M. SMITH is Associate Professor of Public Policy and Education at Peabody College of Vanderbilt University. His research focuses on how policy and organizational context influence teaching and learning. Prior to coming to Vanderbilt in 2001, Dr. Smith accumulated over 10 years of experience conducting and leading research at the National Center for Education Statistics, the Organization for Economic Co-operation and Development, and the National Science Foundation. Since joining Vanderbilt, he has been Co-PI on 7 research and training grants funded by IES and NSF, including a randomized field trial, two mixed methods longitudinal studies of teacher change, and a statistical analysis of the National Assessment of Educational Progress (NAEP).
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