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Integrating Computer-Based Curricula in the Classroom: Lessons from a Blended Learning Intervention


by J. Cameron Anglum, Laura M. Desimone & Kirsten Lee Hill - 2020


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Cite This Article as: Teachers College Record Volume 122 Number 1, 2020, p. -
https://www.tcrecord.org ID Number: 23086, Date Accessed: 12/6/2019 8:25:59 AM
 
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About the Author
  • J. Cameron Anglum
    Saint Louis University
    E-mail Author
    J. CAMERON ANGLUM is an Assistant Professor at the Saint Louis University School of Education. His research examines government policies and interventions that affect the distribution of resources in K-12 public schools, particularly effects witnessed by urban schools and those schools serving the largest shares of disadvantaged students.

    Steinberg, M., Quinn, R., Kreisman, D., & Anglum, J.C. (2016). Did Pennsylvania’s statewide school finance reform increase education spending or provide tax relief? National Tax Journal, 69(3), 545–582.

    Jargowsky, P., Wood, Z., Anglum, J.C., & Karp, D. (2016). Expanding educational opportunity in urban school districts. In S. Wachter & L. Ding (Eds.), Shared prosperity in America's communities. Philadelphia: University of Pennsylvania Press.


  • Laura Desimone
    University of Delaware
    E-mail Author
    LAURA M. DESIMONE is the Associate Dean for Research at the University of Delaware College of Education and Human Development. Her research focuses on the effects of education policy at the state, local, and classroom levels. She is especially interested in studying school and classroom implementation, and the effects of teacher learning interventions on teachers and students.

    Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory into Practice, 56(1), 3–12.

    Covay Minor, E., Desimone, L., Caines Lee, J., & Hochberg, E. D. (2016). Insights on how to shape teacher learning policy: The role of teacher content knowledge in explaining differential effects of professional development. Education Policy Analysis Archives, 24(61), n61.


  • Kirsten Hill
    Independent Scholar
    E-mail Author
    KIRSTEN LEE HILL is an education researcher and consultant. She advocates for cross-stakeholder collaboration and strives to make research relevant and accessible to, and informed by, all stakeholders in public education.

    Desimone, L., & Hill, K. (2017). Inside the black box: Examining mediators and moderators of a middle school science intervention. Educational Evaluation and Policy Analysis, 39(3), 511–536.

    Desimone, L. M., Wolford, T., & Hill, K. L. (2016). Research-practice: A practical conceptual framework. AERA Open, 2(4), 2332858416679599.


 
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