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

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

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Cite This Article as: Teachers College Record Volume 114 Number 4, 2012, p. 1-36
https://www.tcrecord.org ID Number: 16649, Date Accessed: 5/26/2020 4:27:20 PM
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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.
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