How Educators Learn and Develop

Given the size and scope of the teacher workforce, supporting the development of instructional effectiveness among teachers currently in schools is necessary to remediate educational inequalities and improve outcomes for students. Schools and school systems recognize this need and spend vast sums on professional development opportunities and training efforts. However, these efforts rarely lead to improved instructional practice at scale. This strand will explore how educators improve their knowledge, internal capacities, and pedagogical skills, and how state and district policies can best support development at scale. It will attend to development throughout the career, exploring connections between pre-service teacher preparation and in-service professional development. It will also attend to the training and development of school leaders.

Publications

Heather C. Hill, Charalambos Y. Charalambous, Matthew A. Kraft. (2012). Educational Researcher, 41(2), 56–64. https://doi.org/10.3102/0013189X12437203
Kathleen Lynch, Heather C. Hill, Kathryn Gonzalez, Cynthia Pollard. (2019). Policy Insights from the Behavioral and Brain Sciences, 6(2), 236–242. https://doi.org/10.1177/2372732219864385
Charalambos Y. Charalambous, Heather C. Hill, Mark J. Chin , Daniel McGinn . (2019). Journal of Mathematics Teacher Education. https://link.springer.com/article/10.1007/s10857-019-09443-2
Kathleen Lynch, Heather Hill, Kathryn Gonzalez, Cynthia Pollard. (2019). Educational Evaluation and Policy Analysis. https://doi.org/10.3102/0162373719849044
Virginia Lovison, Eric S. Taylor. (2018). Getting Down to Facts II, Stanford University. https://gettingdowntofacts.com/publications/can-teacher-evaluation-programs-imp…
Matthew Kraft, David Blazar, Dylan Hogan. (2018). Review of Educational Research [Internet], 88(4), 547-588. https://journals.sagepub.com/doi/abs/10.3102/0034654318759268
Robin T. Jacob, Heather C. Hill, Doug Corey. (2017). Journal of Research on Educational Effectiveness, 10(2), 379-407. https://doi.org/10.1080/19345747.2016.1273411
David Blazar, Matthew Kraft. (2015). Educational Evaluational and Policy Analysis, 37(4), 542–566. https://doi.org/10.3102/0162373715579487
Heather C. Hill, Mary Beisiegel, Robin T. Jacob. (2013). Educational Researcher, 42(9), 476–487. https://doi.org/10.3102/0013189X13512674
Eric S. Taylor, John H. Tyler. (2012). American Economic Review, 102(7), 3628-51. https://www.aeaweb.org/articles?id=10.1257/aer.102.7.3628
Charalambos Y. Charalambous, Heather C. Hill, Deborah Loewenberg Ball. (2011). Journal of Mathematics Teacher Education, 14(6), 441-463. https://doi.org/10.1007/s10857-011-9182-z
Thomas J. Kane, Eric S. Taylor, John H. Tyler, Amy L. Wooten. (2010). Journal of Human Resources, 46(3), 587-613. https://doi.org/10.3368/jhr.46.3.587
Heather C. Hill, Deborah Loewenberg Ball. (2009). Phi Delta Kappan, 91, 68-71. https://doi.org/10.1177/003172170909100215
Heather C. Hill, Deborah Loewenberg Ball. (2004). Journal of Research in Mathematics Education, 35, 330-351. https://doi.org/10.2307/30034819
Heather C. Hill, Deborah Loewenberg Ball, Stephen G. Schilling. (2008). Journal for Research in Mathematics Education, 39, 372-400. https://www.jstor.org/stable/40539304