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Desimone, Laura M.
University of Delaware
E-Mail author
LAURA M. DESIMONE, Ph.D., is Director of Research of the College of Education and Human Development at the University of Delaware, and professor in the School of Education, with a joint appointment in the Joseph R. Biden, Jr. School of Public Policy and Administration. Her research examines policy effects on teachers and students.
Adam K. Edgerton, Jill McLaughlin & Laura M. Desimone - 2020
Using state-representative surveys, we investigated how familiar Texas, Ohio, Kentucky, and Massachusetts principals are with their state’s K–12 standards, as well as the strength of their policy environments, using a policy attribute theory. We found relatively high levels of buy-in toward the idea of standards but only a general familiarity with the standards themselves. Principals are least familiar with the standards in mathematics, and high school principals are significantly less familiar with their state’s standards than elementary principals. Using ordinary least squares (OLS) regression, we found no relationship between student proficiency and principal familiarity, but we did find a significant and positive relationship between stronger policy environments and greater familiarity among principals in Texas.
J. Cameron Anglum, Laura M. Desimone & Kirsten Lee Hill - 2020
This study analyzes the implementation of a blended learning middle school mathematics intervention in a large urban school district in the northeastern United States. The study examines how teachers integrate blended learning strategies into their pedagogical practices and what factors, including school, teacher, and student attributes, facilitate or hinder these approaches.
Thomas M. Smith, Laura Neergaard Booker, Laura M. Desimone & Eric D. Hochberg - 2018
The authors of this article investigate the relationships among organizational supports, including mentoring, professional development, collaboration, and leadership support, provided to beginning middle school mathematics teachers; authors also explore the extent to which these teachers implement reform-oriented math instruction.
Laura M. Desimone, Eric D. Hochberg & Jennifer McMaken - 2016
Do teacher knowledge and instructional quality grow in the first two years of teaching? Are they related to each other? The authors examine these questions with a sample of 45 middle school math teachers in their first two years of teaching, from 11 districts in four states.
Laura M. Desimone - 2013
This study addresses the question: How do educators describe their responses to standards-based reform? We draw on interview data from 60 teachers in 32 schools, in 10 districts in 5 states. Our analysis addresses the following key debates that surround standards and accountability policy: 1) the extent to which previously “left behind” students are receiving better instruction, 2) whether teachers and principals feel accountable to student achievement in a way that fosters positive behavior change, 3) how teachers describe “teaching to the test,” and when and if this is good or bad for teachers and students, and 4) the extent to which educators describe standards-based reforms as fostering desirable changes in pedagogy and/or the content of instruction.
Laura M. Desimone, Thomas M. Smith & Kristie J. R. Phillips - 2013
This is a three-year longitudinal study that links teacher participation in content-focused professional development in mathematics to the use of particular types of instruction, and then examines links between those types of instruction and student achievement.
Andrew C. Porter, Katherine Taylor Haynes, Laura M. Desimone, Kristin McGraner & Thomas M. Smith - 2012
This introductory chapter frames the work reflected in this volume on induction and mentoring of beginning teachers and delineates the research context in which it is undertaken. The chapter introduces the three main sections of the book which in turn focus on how induction has been conceptualized and operationalized, issues of implementation of teacher induction programs, and the impact of induction on outcomes.
Kristie J. R. Phillips, Laura M. Desimone & Thomas M. Smith - 2011
This article assesses the relationship between teachers’ participation in content-focused professional development and state and school policies.
Laura M. Desimone & Daniel A. Long - 2010
This study contributes to understanding the school’s role in inequality by investigating the extent to which specific aspects of teacher and teaching quality influence student mathematics achievement growth and the achievement gap between White and Black students and low- and high-SES students in kindergarten and first grade, using a nationally representative sample of students, the Early Childhood Longitudinal Study (ECLS).
Laura M. Desimone, Thomas M. Smith & Kristie J. R. Phillips - 2007
Using a national sample of high school mathematics and science teachers from the Schools and Staffing Survey (SASS), we find that authority (teacher leadership and control over school and classroom policy), not power (frequency of evaluation of teachers and professional development, and ease of dismissal of teachers), is associated with teachers taking the kind of professional development that we know improves teaching and learning—activities focused on subject matter content and instructional strategies, as well as active interactions with other teachers around curriculum and instruction. Similarly, we find that stability (measured by reduced teacher turnover), not the consistency of professional development with other reforms, is associated with taking effective professional development.
Laura M. Desimone, Andrew C. Porter, Beatrice F. Birman, Michael S. Garet & Kwang Suk Yoon - 2002
This study examines the policy mechanisms and processes that districts can use to provide high-quality in-service professional development for teachers. The findings are based on a national probability sample of district professional development coordinators.
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A., M.
A.Bailey II, M.D., Joseph
A.Boyce, George
A.Hanson, Abel
Aagaard, Lola
Abbate, Fred J.
Abbe, George
Abbot, Julia W.
Abbott, Allan
Abbott, Daniel H.
Abbott, Dorothy
Abbott, Forest L.
Abbott, Herbert V.
Abbott, Mary Allen
Abbott, Mary Ellen
Abbs, Peter
Abdi, Ali A.
Abdus-Sabur, Qadir
Abe, Shigetaka
Abedi, Jamal
Abel, David A.
Abel, Emily K.
Abel, Jerian
Abel, Yolanda
Abeles, Harold F.
Abelmann, Nancy
Abelson, Harold H.
Aben, Patricia
Abernathy, Ruth
Abernathy, Scott F.
Abeson, Alan
Abney, David
Abney, Louise
Abo-Zena, Mona
Aboulafia, Mitchell
Abouzaglo, Shanee
Abowitz, Kathleen Knight
Abrahams, Frank
Abrahams, Salie
Abram, Percy
Abrams, Alfred W.
Abrams, Lisa
Abrams, Samuel E.
Abrams, Sandra Schamroth
Abramson, David A.
Abrego, Michelle
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Abu El-Haj, Thea
Acharya, Urmila
Achenbach, Thomas M.
Achilles, Charles M.
Achinstein, Betty
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Ackerman, Debra
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Ackerman, Winona B.
Acosta, Elda
Acosta, Melanie M.
Acosta, Rudy
Acosta , Vasthi Reyes
Acuff, Bette
Ada, Alma Flor
Adair, Jennifer Keys
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Adamany, David
Adams, Arlene
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Adams, Donald
Adams, Hazard
Adams, Kathy
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Adams, Megan
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Adamson, Susan C.
Adelson, Joseph
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Adeyemo, Adeoye O.
Adigun, Olajumoke "Beulah"
Adkins, Amee
Adkins, Dorothy C.
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af Malmborg, Nils M.
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Agee, Jane
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Agius, Kirsten
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Ahern, T. James
Ahern, Terence
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Ahmad, Iftikhar
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Ahn, June
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Airasian, Peter W.
Airton, Lee
Aitchison, Alison E.
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aka Don Trent Jacobs, Four Arrows
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Akers, Milton E.
Akerson, Valarie L.
Akiba, Daisuke
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Akin, Clayton
Akin-Sabuncu, Sibel
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Akita, Kiyomi
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Akom, Antwi
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Akridge, Samantha L.
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Alfred, Mary
Alger, Chadwick F.
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Alibutod, Marilyn
Alicea, Monica
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Allegrante, John P.
Alleman, Janet
Allen, Anna-Ruth
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Alline, Anna L.
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Alston, Amberlina
Alston, Chandra
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Althouse, J.G.
Altman, James W.
Altman, William
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Alvarado, Rafael E.
Alvarez, Adam Julian
Alvermann, Donna E.
Alviar-Martin, Theresa
Alvy, Harvey B.
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Amanti, Cathy
Ambach, Gordon M.
Ambrosio, John
Ames, Carole A.
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Amos, Yukari
Amrein-Beardsley, Audrey
Amsel, Eric
Amster, Jeanne E.
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and Associates,
And His Students,
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and others,
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Anderman, Lynley H.
Anders, Patricia
Andersen, C. T.
Andersen, Erik A.
Andersen, Neil
Anderson, Archibald W.
Anderson, Ashlee
Anderson, Barry D.
Anderson, Bernice E.
Anderson, Brett
Anderson, C. Arnold
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Anderson, Eleanor R.
Anderson, Erin
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Anderson, Gina
Anderson, Gregory M.
Anderson, Haithe
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Anderson, Helen
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Anderson, James D.
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Anderson, Jeffrey B.
Anderson, Jervis
Anderson, John E.
Anderson, Kaitlin P.
Anderson, Kate T.
Anderson, Kelly
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Anderson, L. Dewey
Anderson, Lauren
Anderson, Lorin W.
Anderson, Marti
Anderson, Michael L.
Anderson , Noel S.
Anderson, O. Roger
Anderson, Richard E.
Anderson, Richard C.
Anderson, Robert H.
Anderson, Rodino F.
Anderson, Rowland C.
Anderson, Roy N.
Anderson, Sir George
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Anderson-Long, Maria
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André, Aline B.
Andreescu, Titu
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Andrews, Gillian "Gus"
Andrews, Richard L.
Andrews-Larson, Christine
Andrianaivo, Solange
Andrus, Ruth
Andry, Robert C.
Andrzejewski, Carey E.
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Apfel, Nancy
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Appiah, Kwame Anthony
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Applebaum, Barbara
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Appleman, Deborah
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Arbeit, Miriam R.
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Astor, Ron Avi
Astuto, Terry A.
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Attwood, Adam
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Austin, Mike
Austin, Theresa
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Ausubel, David P.
Author, No
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Avalos, Mary A.
Avcioglu, Ilhan
Averch, Harvey
Averill, Hugh M.
Averill, Julia
Averill, W. A.
Avila, Maria
Avila, Oscar
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Avison, O. R.
Axelrod, Paul
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Axelson, Alfhild J.
Axline, Virginia M.
AXT, Richard G.
Axtelle, G. E.
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Ayala, Jennifer
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Ayalon, Hanna
Ayer, Adelaide M.
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Ayer, Fred C.
Ayers , Bill
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Ayers, Richard
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Ayieko, Rachel
Aylward, Lynn
Ayscue, Jennifer B.
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