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Do Incentive-Based Programs Improve Teacher Quality and Student Achievement? An Analysis of Implementation in 12 Urban Charter Schools


by Girija Kaimal & Will J. Jordan 2016


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Cite This Article as: Teachers College Record Volume 118 Number 7, 2016, p. 1-34
http://www.tcrecord.org ID Number: 20450, Date Accessed: 10/24/2017 7:16:23 AM
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About the Author
  • Girija Kaimal
    Drexel University
    E-mail Author
    GIRIJA KAIMAL, PhD, is an assistant professor at Drexel University. She currently leads a multi-year evaluation study on leadership development funded by the U.S. Department of Education and Lehigh University. As part of this study, the research team is examining the effectiveness of an urban leadership preparation program including how participation in the arts could ignite learning transfer to leadership practices. She is conducting research on the impact of creative self-expression on psychosocial and physiological outcomes. As part of her interest in internationalizing the context of scholars and students, she serves as a research adviser on international development projects related to gender equity and arts-based psychosocial support for vulnerable children in trauma zones.
  • Will Jordan
    Temple University
    WILL J. JORDAN is an associate professor at the Temple University College of Education. His recent scholarship has focused on conducting empirical research to enhance program and policy development for improving the conditions of education in urban schools. In recent years, he has engaged in a variety of research projects on issues such as high school and postsecondary collaborations, the connection between school leadership content knowledge in mathematics and instructional quality, and interventions to improve failing comprehensive high schools. His primary interests and expertise fall in the areas of sociology of education, urban education, high school reform, resiliency among adolescents of color, and at-risk students.
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