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Teacher and Administrator Responses to Standards-Based Reform


by Laura Desimone 2013


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Cite This Article as: Teachers College Record Volume 115 Number 8, 2013, p. 1-53
http://www.tcrecord.org ID Number: 17083, Date Accessed: 10/21/2017 7:29:12 PM
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About the Author
  • Laura Desimone
    University of Pennsylvania
    E-mail Author
    LAURA M. DESIMONE is associate professor of public policy and education at University of Pennsylvania. She studies policy effects on teachers and students; the effects of instruction on student learning, and how professional development interventions are translated to the classroom. Recent publications: Desimone, L.M., & Long, D., (2010). Does conceptual instruction and time spent on mathematics decrease the student achievement gap in early elementary school? Findings from the Early Childhood Longitudinal Study (ECLS). Teachers College Record, 112(12); and Desimone, L. & Smith, T., & Frisvold, D. (2010). Survey measures of classroom instruction: Comparing student and teacher reports. Educational Policy, 24(2), 267-329.
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