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How Did That Happen? Teachers’ Explanations for Low Test Scores

by Margaret Evans, Rebecca M. Teasdale, Nora Gannon-Slater, Priya G. La Londe , Hope L. Crenshaw, Jennifer C. Greene & Thomas A. Schwandt - 2019

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Cite This Article as: Teachers College Record Volume 121 Number 2, 2019, p. 1-40
https://www.tcrecord.org ID Number: 22555, Date Accessed: 10/24/2021 11:33:32 PM
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About the Author
  • Margaret Evans
    Illinois Wesleyan University
    E-mail Author
    MARGARET EVANS is an assistant professor at Illinois Wesleyan University. Dr. Evans supports the development of future K–12 teachers for social justice. Her research interests include teachers’ data-driven decision making and the ways in which educators are responsive to the needs of students living in poverty.
  • Rebecca Teasdale
    University of Illinois at Urbana-Champaign
    E-mail Author
    REBECCA M. TEASDALE is a doctoral student in educational psychology at the University of Illinois at Urbana-Champaign. Her research focuses on methodology for evaluating adult learning and informal science learning, with a particular emphasis on representing learners’ perspectives in the valuing process.
  • Nora Gannon-Slater
    Breakthrough Charter Schools
    E-mail Author
    NORA GANNON-SLATER is the director of performance and analytics for Breakthrough Charter Schools, an urban charter school network located in Cleveland, Ohio. As part of her work, she works with education practitioners and policy makers to adopt research-based policies and practices, and she designs tools, resources, protocols, and routines to improve individual and organizational capacities to incorporate systematic evidence in decision-making processes. Nora has presented her work at local and national conferences as well as state education departments. Most recently, Nora coauthored a special issue on equity and data use in the Journal of Educational Administration (in press) with Amanda Datnow and Jennifer Greene.
  • Priya La Londe
    Georgetown University
    E-mail Author
    PRIYA G. LA LONDE is assistant professor of teaching at Georgetown University. She studies data and research use, international comparisons of incentivist policy, and social justice education. Her current work examines how performance pay shapes teacher relationships and work in high-performing schools in Shanghai. 
  • Hope Crenshaw
    Teen Health Mississippi/Mississippi First
    E-mail Author
    HOPE CRENSHAW is the training and program coordinator of Teen Health Mississippi/Mississippi First. Her research interests include professional development, parent engagement, equity, and evidence-based interventions.
  • Jennifer Greene
    University of Illinois at Urbana-Champaign
    E-mail Author
    JENNIFER C. GREENE is a professor of educational psychology at the University of Illinois, Urbana-Champaign. Greene’s work focuses on the intersection of social science methodology and social policy and aspires to be both methodologically innovative and socially responsible. Her research interests include democratic valuing in evaluation, and methodological innovation with accountability. Two recent publications in these domains are: Greene, J. C. (2016). Advancing equity: Cultivating an evaluation habit. In S. I. Donaldson & R. Piciotto (Eds.), Evaluation for an equitable society (pp. 49–65). Charlotte, NC: Information Age Publishing; and Greene, J. C. (2015). The emergence of mixing methods in the field of evaluation. Qualitative Health Research, 25(6), 746–750.
  • Thomas Schwandt
    University of Illinois at Urbana-Champaign
    E-mail Author
    THOMAS A. SCHWANDT is professor emeritus, Department of Educational Psychology, University of Illinois at Urbana Champaign. His scholarship is focused on theory of evaluation, and his most recent book is Evaluation Foundations Revisited: Cultivating a Life of the Mind for Practice (Stanford University Press, 2015).
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