should begin with a clear explanation of a theory that informs practice, a description of the historical context, and a justification based on the literature.The paper should conclude with implications for practice in an educational setting.
In particular, teachers rated as effective are more likely to prefer performance-based pay than teachers rated ineffective.
We validate our results using administrative data from Tennessee on teachers' actual mobility patterns.
Grant Foundation has updated its research grants application guide and created a unique guide and webpage for each of our two focus areas: reducing inequality and improving the use of research evidence.
Research papers linked to the ASPIRES and ASPIRES 2 projects.
Although the receipt of observations should influence observation scores, the differentiated assignment of observations to teachers should not.
I apply a two-stage least squares regression discontinuity design to teacher panel data, exploiting discontinuities in Tennessee's differentiated assignment of observations, and find strong evidence of substantially negative bias.In this study, we examine three types of school-level attributes that may influence teachers' decisions to enter or transfer schools: malleable school processes, structural features of employment, and school characteristics.Using adaptive conjoint analysis survey design with a sample of teachers from low-performing urban, turnaround schools in Tennessee, we find that five of the seven most highly valued features of schools are malleable processes: consistent administrative support, consistent enforcement of discipline, school safety, small class sizes, and availability of high-quality professional development.We focus instead on the distribution of principal quality, examining how multiple proxies for quality, including experience, teachers' survey assessments of leaders, and rubric-based practice ratings assigned by principals' supervisors, vary by measures of school advantage, using administrative data from Tennessee.By virtually every quality measure, we find that schools serving larger fractions of low-income students, students of color, and low-achieving students are led by less qualified, less effective principals.by scholars and professionals who are informed observers of education in classrooms and schools should provide critical analysis and insights regarding effective practice.Experienced researchers may offer an historic analysis of a significant topic of inquiry and the effects on the field, as well as insights into implications for practice.To find out more about our research visit the King's Research Portal or contact us.To keep up-to-date with our latest findings, see the ASPIRES 2 blog.These results suggest that concerns over lowered evaluations should not prevent teachers from serving as CTs.Numerous studies document the inequitable distribution of teacher quality across schools.