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Evidence, Interpretation, and Persuasion: Instructional Decision Making at the District Central Office


by Cynthia E. Coburn, Judith Toure & Mika Yamashita - 2009


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Cite This Article as: Teachers College Record Volume 111 Number 4, 2009, p. 1115-1161
https://www.tcrecord.org ID Number: 15232, Date Accessed: 10/27/2021 1:26:43 PM
 
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About the Author
  • Cynthia E. Coburn
    University of California, Berkeley
    E-mail Author
    CYNTHIA E. COBURN is assistant professor in policy, organization, measurement, and evaluation at the Graduate School of Education at the University of California, Berkeley. Her research focuses on the relationship between instructional policy and teachersí classroom practices in urban schools, with particular attention to the role of evidence in policy making and policy implementation. Recent publications appear in American Educational Research Journal, Educational Evaluation and Policy Analysis, and Sociology of Education.
  • Judith Toure
    Carlow University
    E-mail Author
    JUDITH TOUR… is a PhD candidate in administrative and policy studies at the University of Pittsburgh. She recently accepted a faculty position in teacher education at Carlow University in Pittsburgh. Her scholarly work focuses on the role of school leadership in teacher and student learning, particularly in cross-cultural settings.
  • Mika Yamashita
    University of Pittsburgh
    MIKA YAMASHITA is a PhD candidate at the University of Pittsburgh, School of Education. Her current research interests include policy implementation, the accountability movement, and teachersí instructional change. Her dissertation examines the impact of high-stakes testing policy on middle school teachersí classroom instruction.
 
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