Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Executive Summary

A Mixed-Methods Look at Teaching Quality: Challenges and Possibilities From One Study


by Robert G. Croninger, Daria Buese & John Larson - 2012


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase A Mixed-Methods Look at Teaching Quality: Challenges and Possibilities From One Study
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 114 Number 4, 2012, p. 1-36
https://www.tcrecord.org ID Number: 16649, Date Accessed: 11/14/2019 1:34:14 PM
 
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Robert Croninger
    University of Maryland
    E-mail Author
    ROBERT G. CRONINGER is an associate professor and associate chair for the Department of Education Policy Studies at the University of Maryland. He studies the manner in which educational policies and practices influence the distribution of educational opportunities. His current research focuses on the challenges of studying teaching and identifying instructional practices that affect learning, particularly for students who have been historically disadvantaged in elementary and secondary schools. His work appears in a range of journals, including American Educational Research Journal, Educational Researcher, Educational Evaluation & Policy Analysis, Sociology of Education, and Teachers College Record.
  • Daria Buese
    McDaniel College
    E-mail Author
    DARIA BUESE is an assistant professor and the coordinator for the curriculum and instruction program in graduate and professional studies at McDaniel College in Westminster, Maryland. Her research interests focus on the moral and ethical dimensions of teaching and learning, and teacher leadership. Most recently, her efforts have focused on the evaluation of McDaniel’s Summer Academic Enrichment Program for rising seniors from D.C. public high schools in participation with the D.C. College Success Foundation, and the development of a teacher certificate program, Equity and Excellence in Teaching, with Montgomery County Public Schools and the Montgomery County Education Association. Her work has been published in the American Educational Research Journal and Teachers College Record online.
  • John Larson
    University of Maryland
    E-mail Author
    JOHN LARSON has practiced a 40-year career of educational research and evaluation in school districts, federal agencies, universities, and private industry. His areas of study include school effectiveness indicators, equity in school resource distributions, and educational process measures at the classroom, school, and district levels. Larson recently retired from a 25-year career of applied research in a large urban/suburban school district and currently maintains a practice as an independent consultant, most recently with the U.S. Office of Education and two large school districts in Maryland. His research has appeared in the Journal of Teacher Education, the College Board Review, Planning and Change, and the Journal of Early Intervention.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS