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Leveraging Observation Tools for Instructional Improvement: Exploring Variability in Uptake of Ambitious Instructional Practices


by Julie Cohen, Lorien Chambers Schuldt, Lindsay Brown & Pamela Grossman — 2016


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Cite This Article as: Teachers College Record Volume 118 Number 11, 2016, p. 1-36
http://www.tcrecord.org ID Number: 21638, Date Accessed: 10/23/2017 4:58:06 PM
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About the Author
  • Julie Cohen
    University of Virginia
    E-mail Author
    JULIE COHEN is an assistant professor of Curriculum and Instruction at the Curry School of Education at the University of Virginia. Her research focuses on the measurement of teaching quality, teacher evaluation systems, and the development of effective instructional practices in teacher education and professional development. Recent publications have been featured in Educational Researcher and the American Journal of Education.
  • Lorien Chambers Schuldt
    Fort Lewis College
    E-mail Author
    LORIEN CHAMBERS SCHULDT is an assistant professor in the Teacher Education Department at Fort Lewis College in Durango, CO. Her work focuses on elementary and middle school literacy, teacher–student interactions in classrooms, and teacher education.
  • Lindsay Brown
    Stanford University
    E-mail Author
    LINDSAY BROWN is a doctoral candidate in Curriculum and Teacher Education at Stanford University. Her research interests include issues of teacher quality, particularly around its measurement, evaluation, and improvement. She is a former middle school English teacher.
  • Pamela Grossman
    University of Pennsylvania
    E-mail Author
    PAM GROSSMAN is Dean and the George and Diane Weiss Professor at the University of Pennsylvania’s Graduate School of Education. Her research interests include teacher and professional education, teacher knowledge, and the teaching of English in secondary schools. Her most recent publications include articles in Educational Researcher, Harvard Education Review, and American Educational Research Journal.
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