Citations (22)
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Bryan S. Graham, Geert Ridder, Petra Thiemann & Gema Zamarro. (2022) Teacher-to-Classroom Assignment and Student Achievement. Journal of Business & Economic Statistics 0:0, pages 1-27.
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Matthew P. Steinberg & Haisheng Yang. (2022) Does Principal Professional Development Improve Schooling Outcomes? Evidence from Pennsylvania’s Inspired Leadership Induction Program. Journal of Research on Educational Effectiveness 15:4, pages 799-847.
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Guido Imbens. (2022) Comment on: “Confidence Intervals for Nonparametric Empirical Bayes Analysis” by Ignatiadis and Wager. Journal of the American Statistical Association 117:539, pages 1181-1182.
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David Potter. (2021) Music teacher perceptions of evaluation: a case study of the Tennessee fine arts portfolio model. Arts Education Policy Review 0:0, pages 1-13.
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Michael P. Brady. (2021) An alternative, curriculum-based value-added model for teacher preparation programmes: a research summary. Educational Review 73:5, pages 544-562.
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Jazarae K. McCormick, Michael P. Brady, John D. Morris, Lawrence A. Heiser & Katie M. Miller. (2019) Further Examination of a Curriculum-Based Value-Added Model for Teacher Preparation: Exploring the Role of Teachers’ Behavior on K–12 Student Learning. The Teacher Educator 54:1, pages 60-71.
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Michael P. Brady, Lawrence A. Heiser, Jazarae K. McCormick & James Forgan. (2016) Value-Added Models for Teacher Preparation Programs: Validity and Reliability Threats, and a Manageable Alternative. The Educational Forum 80:3, pages 339-352.
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Ronald L. Wasserstein & Nicole A. Lazar. (2016) The ASA Statement on p-Values: Context, Process, and Purpose. The American Statistician 70:2, pages 129-133.
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Articles from other publishers (14)
Scott Monroe & Mina Lee. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Robert Shand, Stephen M. Leach, Fiona M. Hollands, Florence Chang, Yilin Pan, Bo Yan, Dena Dossett, Samreen Nayyer-Qureshi, Yixin Wang & Laura Head. (2022) Program Value-Added: A Feasible Method for Providing Evidence on the Effectiveness of Multiple Programs Implemented Simultaneously in Schools. American Journal of Evaluation 43:4, pages 584-606.
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Daniel Schiff. (2021) Education for AI, not AI for Education: The Role of Education and Ethics in National AI Policy Strategies. International Journal of Artificial Intelligence in Education 32:3, pages 527-563.
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Hua-Yu Sebastian Cherng, Peter F. Halpin & Luis A. Rodriguez. (2022) Teaching Bias? Relations between Teaching Quality and Classroom Demographic Composition. American Journal of Education 128:2, pages 171-201.
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James H. Stronge, Xianxuan Xu, Leslie W. Grant, Yanping Mo & Ke Huang. 2021. International Beliefs and Practices That Characterize Teacher Effectiveness. International Beliefs and Practices That Characterize Teacher Effectiveness
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Mary Boudreaux & Jill Faulkner. (2020) Examining Student Achievement, Teacher Effectiveness, and Merit Pay in a Rural School District. Voices of Reform 3:2, pages 11-39.
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Maria Eugénia Ferrão, Paula Prata & Maria Teresa Gonzaga Alves. (2020) Multiple imputation in big identifiable data for educational research: An example from the Brazilian education assessment system. Ensaio: Avaliação e Políticas Públicas em Educação 28:108, pages 599-621.
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Elsa Vazquez Arreola & Jeffrey R. Wilson. (2020) Bayesian multiple membership multiple classification logistic regression model on student performance with random effects in university instructors and majors. PLOS ONE 15:1, pages e0227343.
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Ronald L. Wasserstein & Nicole A. Lazar. 2020. The Theory of Statistics in Psychology. The Theory of Statistics in Psychology
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Derek C. Briggs, Rajendra Chattergoon & Amy Burkhardt. (2019) Examining the Dual Purpose Use of Student Learning Objectives for Classroom Assessment and Teacher Evaluation. Journal of Educational Measurement 56:4, pages 686-714.
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Michael P. Brady, Katie Miller, Jazarae McCormick & Lawrence A. Heiser. (2016) A Rational and Manageable Value-Added Model for Teacher Preparation Programs. Educational Policy 32:5, pages 728-750.
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Remo Moreira Brito Bastos. (2018) O papel dos testes padronizados na política educacional para o ensino básico nos Estados Unidos. Ensaio: Avaliação e Políticas Públicas em Educação 26:99, pages 418-444.
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Maria Eugénia Ferrão. (2017) ESTATÍSTICA EDUCACIONAL E POLÍTICA PÚBLICA: A PROPÓSITO DOS MODELOS DE VALOR ACRESCENTADO. Educação & Sociedade 39:142, pages 19-38.
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Kenneth Zeichner & Hilary G. Conklin. (2016) Beyond Knowledge Ventriloquism and Echo Chambers: Raising the quality of the Debate in Teacher Education. Teachers College Record: The Voice of Scholarship in Education 118:12, pages 1-38.
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