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Executive Summary
Evidence, Interpretation, and Persuasion: Instructional Decision Making at the District Central Office by Cynthia E. Coburn, Judith Toure & Mika Yamashita - 2009To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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 teachers’ 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 TOURÉ 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 teachers’ instructional change. Her dissertation examines the impact of high-stakes testing policy on middle school teachers’ classroom instruction.
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