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Understanding Differences in Instructional Quality Between High and Lower Value-Added Schools in a Large Urban District


by Thomas M. Smith, Courtney Preston, Katherine Taylor Haynes & Laura Neergaard Booker — 2015


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Cite This Article as: Teachers College Record Volume 117 Number 11, 2015, p. 1-38
http://www.tcrecord.org ID Number: 18110, Date Accessed: 10/22/2017 4:15:04 AM
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About the Author
  • Thomas Smith
    University of California, Riverside
    E-mail Author
    THOMAS M. SMITH is Dean and Professor, Graduate School of Education, University of California, Riverside and Executive Director of the National Center on Scaling Up Effective Schools. His research focuses on how leadership and policy influence teaching and learning.
  • Courtney Preston
    Florida State University
    E-mail Author
    COURTNEY PRESTON is an assistant professor of Education Leadership and Policy Studies at Florida State University. Her research interests include teacher quality, specifically teacher preparation, retention, and development, and school leader preparation and development.
  • Katherine Haynes
    Vanderbilt University
    E-mail Author
    KATHERINE TAYLOR YANES is a research associate at the National Center for Scaling Up Effective Schools at Vanderbilt University. Her recent research focuses on the social context of education and public policy, with specific emphasis on the characteristics of effective schools, the implementation of district designed school innovations, and new teacher induction policies.
  • Laura Neergaard Booker
    Tennessee Department of Education
    E-mail Author
    LAURA NEERGAARD BOOKER is a Policy Analyst at the Tennessee Department of Education. Her research focuses on teaching quality and supporting beginning teachers. Recently, she published evaluations of Tennessee’s statewide Common Core teacher trainings and of the state’s retention its most effective teachers.
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