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Reconciling Data from Different Sources: Practical Realities of Using Mixed Methods to Identify Effective High School Practices


by Thomas M. Smith, Marisa Cannata & Katherine Taylor Haynes — 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: 20515, Date Accessed: 10/22/2017 10:43:32 PM
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About the Author
  • Thomas Smith
    University of California Riverside
    E-mail Author
    THOMAS M. SMITH is Dean and Professor in the Graduate School of Education at the University of California Riverside and Executive Director of the National Center on Scaling Up Effective Schools. His research interests include the impact of policy on teaching and learning, teacher development and retention, and continuous improvement research. Recent publications include “Understanding Differences in Instructional Quality between High and Low Value Added Schools in a Large Urban District” in Teachers College Record and “Research-Practice Partnerships to Support the Development of High Quality Mathematics Instructional Practices for All Students to Learn” in the Journal of Education for Students Placed at Risk.
  • Marisa Cannata
    Vanderbilt University
    E-mail Author
    MARISA CANNATA is Research Assistant Professor in the Department of Leadership, Policy, and Organizations at Peabody College of Education and Human Development, Vanderbilt University and Director of the National Center on Scaling Up Effective Schools. Her research interests include continuous improvement research, high school reform, charter schools, and teacher hiring and career decisions. Dr. Cannata is co-editor of School Choice and School Improvement (Harvard Education Press) and the forthcoming National Society for the Study of Education Yearbook, Mapping the High School Reform Landscape.
  • Katherine Haynes
    Vanderbilt University
    E-mail Author
    KATHERINE TAYLOR HAYNES is a senior research associate in the Department of Leadership, Policy, and Organizations at Peabody College, Vanderbilt University and the Assistant Director of the National Center on Scaling Up Effective Schools. Her current research focuses on the social context of education and public policy, school improvement, the implementation and scale-up of district designed school innovations and continuous improvement. She is co-author with Robert Crowson and Ellen Goldring of Successful School and the Community Relationship: Concepts and Skills to Meet Twenty-First-Century Challenges, published by McCutchan Publishing Corporation.
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