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Linking Student Achievement Growth to Professional Development Participation and Changes in Instruction: A Longitudinal Study of Elementary Students and Teachers in Title I Schools

by Laura M. Desimone, Thomas M. Smith & Kristie J. R. Phillips - 2013

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Cite This Article as: Teachers College Record Volume 115 Number 5, 2013, p. 1-46
https://www.tcrecord.org ID Number: 16963, Date Accessed: 10/17/2021 3:40:43 PM
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About the Author
  • Laura Desimone
    University of Pennsylvania
    E-mail Author
    LAURA M. DESIMONE is an associate professor of public policy and education at the University of Pennsylvania. She studies policy implementation and the effects of policies, especially accountability and teacher professional development interventions, on teacher learning and student achievement. Recent publications include: Desimone, L. (2006). Consider the Source: Response Differences Among Teachers, Principals and Districts on Survey Questions About Their Education Policy Environment. Educational Policy, 20(4), 640-676; and Desimone, L.M., & Long, D., (2010). Does conceptual instruction and time spent on mathematics decrease the student achievement gap in early elementary school? Findings from the Early Childhood Longitudinal Study (ECLS). Teachers College Record, 112(12).
  • Thomas Smith
    Vanderbilt University
    E-mail Author
    THOMAS M. SMITH is Associate Professor of Public Policy and Education at Peabody College, Vanderbilt University, and Director of the National Center on Scaling Up Effective Schools (NCSU). His current research focuses on designing policies and supports to improve teachers’ instructional practices and their students’ learning. Recent publications include, “Explaining the gap in charter and traditional public school teacher turnover rates” in Economics of Education Review (with David Stuit) and an edited volume on the Organization and Effectiveness of Induction Programs for New Teachers by the National Society for the Study of Education (NSSE) Yearbook (with Laura Desimone and Andrew Porter).
  • Kristie Phillips
    Brigham Young University
    E-mail Author
    KRISTIE J. R. PHILLIPS is an Assistant Professor of Sociology at Brigham Young University. Her research interests include teacher preparation, school choice, and educational outcomes as functions of social contexts. Her research combines elements of sociological inquiry and education policy to provide a framework for the range of social and academic experiences of students, teachers, and administrators within educational settings. Recent publications include Phillips, K. J. R., Hausman, C., & Larsen, E. S. (2012). Students who choose & the schools they leave: Examining participation in intra-district transfers. The Sociological Quarterly, 53(2012), 264-294.; and Phillips, K. J. R. (2010). What does “highly qualified” mean for student achievement? Evaluating the relationships between teacher quality indicators and at-risk students’ mathematics & reading achievement gains in first grade. The Elementary School Journal, 110(4), 464-493.
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