Julia H. Kaufman

@juliahkaufman on Twitter

Senior Policy Researcher

Pittsburgh Office

Education

B.A. in English literature, University of Pittsburgh; M.A. in teaching, University of Pittsburgh; Ph.D. in international education, New York University

Media Resources

This researcher is available for interviews.

To arrange an interview, contact the RAND Office of Media Relations at (310) 451-6913, or email media@rand.org.

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Overview

Julia Kaufman is a senior policy researcher at the RAND Corporation where she codirects the American Educator Panels. Her research focuses on how states and school systems can support high-quality instruction and student learning, as well as methods for measuring educator perceptions and instruction. She has led studies on how to support students' civics knowledge, skills, and dispositions; how state policies can encourage effective use of high-quality materials; implementation and student outcomes associated with the strategies of the Louisiana Department of Education; perceptions and implementation of state standards for kindergarten through twelfth-grade students; and implementation, outcomes, and costs associated with pipelines for preparing, hiring, and supporting high-quality school leaders and teachers. Kaufman has also led several projects to develop innovative measures of instructional practice, including measures of student-centered learning and teachers' mathematics instruction. Prior to coming to RAND, Kaufman's research focused on the main factors that support teachers' use of inquiry-based mathematics curricula and the extent to which survey measures can accurately capture teachers' instruction. She holds a Ph.D. in international education from New York University and an M.A. in teaching from the University of Pittsburgh.

Research Focus

Recent Projects

Evaluating new and improved pipelines for preparing, selecting and hiring first-year teachers
Developing measures of student-centered learning in classrooms and schools
An investigation of Louisiana Department of Education strategies and outcomes
The American Instructional Resources Survey (AIRS)
Characteristics of coherent instructional systems and their relationship to outcomes for Black, Latinx, low-income and English-learner designated students

Selected Publications

Coburn, CE; Russell, JL; Kaufman, JH & Stein, MK, "How teacher social capital shapes the implementation of innovative standards-based mathematics curricula," American Journal of Education, 119(1), 2012

Stein, MK & Kaufman, JH, "Selecting and supporting the use of mathematics curricula at scale," American Educational Research Journal, 47(3), 2010

Kaufman, JH & Stein, MK, "Teacher learning in a shifting policy environment for instruction," Educational Policy, 24(4), 2010

Kaufman, JH, "The interplay between social and cultural determinants of school effort and success," Social Science Quarterly, 85(5), 2004

Kaufman, J.H., Stein, M.K. & Junker, B.J., "Factors associated with alignment between teacher survey reports and classroom observation ratings of mathematics instruction," Elementary School Journal (forthcoming)

Ryan, S., Kaufman, J.H., Greenhouse, J.B., She, R. and Shi, J., "The effectiveness of blended online learning courses at the community college level," Community College Journal of Research and Practice (forthcoming)

Kaufman, J.H., Engberg, J., Hamilton, L., Yuan, K. and Hill, H., "Validity evidence supporting use of anchoring vignettes to measure teaching practice," Educational Assessment, 2019

Schweig, J.D., Kaufman, J.H. and Opfer, V.D., "Day by day: Investigating variation in elementary mathematics instruction that supports the Common Core," Educational Researcher, 49(3), 2020

Honors & Awards

2018 RAND Bronze Medal Award
Outstanding Dissertation Award, New York University

Commentary

The Overlooked Support Teachers Are Missing: A Coherent Curriculum
America is still too far off from the classrooms envisioned by standards advocates, and it will take sustained effort from educational leaders to reach these ambitious goals. States and districts could prioritize efforts to support teachers to understand and implement standards both during and after the COVID-19 pandemic.
Mar 3, 2021 Education Week
Giving Teachers the Tools They Need to Provide 21st-Century Civics Education
The Capitol attack has rightfully led to many calls for teachers to address civic education in a much more robust way in their classrooms. However, a national survey of social studies teachers suggests that teachers lack the critical training and incentives to do so.
Feb 23, 2021 The RAND Blog
Choosing Classroom Materials Is Complicated. Here's What Principals and District Leaders Can Do to Support Teachers
What do teachers want when it comes to instructional materials, particularly during the pandemic? Knowing the answer to this question can help district and school leaders select online materials that teachers are more likely to use and guide curriculum developers to create resources with these features in mind.
Feb 12, 2021 The 74
Parents: Why You Should Care About What Curriculum Materials Your Child Is Using This Year
K–12 students getting remote instruction this year may not receive the curriculum they need to master the academic standards they are expected to meet for their grade level. What can parents do to ensure their children are being exposed to standards-aligned, rigorous learning opportunities?
Oct 2, 2020 The 74 Million
How to Reopen Schools: Q&A with RAND Experts
The debate over opening U.S. schools is growing more heated by the day. In this Q&A, RAND researchers discuss the different approaches for reopening, how online learning went in the spring, ways to help disadvantaged students, and more.
Jul 23, 2020 The RAND Blog
Three Steps States Could Take to Make Sure Learning Is More Equitable Should Schools Close Again in the Fall
The quality of remote instruction depends on whether students can connect and interact with educators online. But poverty is a major driver of who gets high-quality online instruction and who doesn't. What can states do in this new reality?
Jun 30, 2020 The RAND Blog
New Teacher Survey Shows That Digital Materials Were Not Optimal Before the Pandemic. Now That They Are Front and Center, How Should They Be Used?
Schools and teachers can support student learning during the COVID-19 crisis by considering how to keep curricula front and center alongside a set of targeted digital materials that connect with curricula and can keep students learning, engaged, and connected to their school support systems.
May 4, 2020 The RAND Blog
Schools Pivot Online in Wake of COVID-19: Q&A with RAND Experts
Nearly all school-age children in the United States are no longer in the classroom as districts shut down to reduce the spread of the new coronavirus. RAND education researchers discuss how this situation might exacerbate educational inequities, how districts and teachers are innovating and what they need, and what parents can do.
Apr 2, 2020 The RAND Blog
Elevating Teacher Voices, Along with Their Salaries to Professionalize Teaching in Louisiana
Salary raises have a direct impact on teachers' day-to-day lives. But efforts like those in Louisiana to elevate teachers' voices, and not just their salaries, are more likely to make a real difference for the teaching profession by creating a clear career ladder. The state's efforts could also be cultivating a teaching force that is providing students with the curricula and instruction they need to achieve at higher levels.
Sep 18, 2019 The RAND Blog
Louisiana's Education System Is Evolving: Here's What Parents Need to Know
Louisiana has taken big steps to improve its education policies and the education of the state's children, from birth to grade 12. Parents can help their children benefit from the reforms by being informed about the changes and knowing how to take advantage of new resources.
Sep 12, 2018 The Advocate
Giving State Educators What They Need to Stand Apart—and Together
States have an opportunity to provide better instructional materials to teachers hungry for more resources aligned with state standards. By focusing on what they agree students should learn, states could work together to build curricula and shore up other key supports.
Apr 4, 2017 U.S. News & World Report
Principals in Small Districts Receive Far Less 'Instructional Leadership' Support, Survey Shows
Until recently, little was known about how much support principals in the United States receive to be effective “instructional leaders.” A national survey shows that mentors and supervisors do provide feedback focused on principals' role in teaching and learning, but the amount varies.
Aug 16, 2016 U.S. News & World Report
Inspiring Better Teacher Planning and Instruction or Just Adding Noise?
Teachers can and should have the freedom to select and develop at least some of their own instructional resources. But whether sites like Amazon Inspire will actually save teachers time and help them find high-quality resources is up for debate.
Jul 20, 2016 The RAND Blog

Publications

Draft
COVID-19 Testing in K-12 Schools: Insights from Early Adopters
Shares insights from early adopters of COVID-19 testing in K-12 schools and describes the characteristics of early adopter schools and districts, their varied approaches to testing, their implementation lessons, and their results to-date.
Feb 4, 2021
Journal Article
Teachers Are Not All Right: How the COVID-19 Pandemic Is Taking a Toll on the Nation's Teachers
Findings discuss issues affecting teacher wellbeing during the pandemic, including higher workloads and increased teacher burnout.
Jan 15, 2021
Report
Teachers' Perceptions of What Makes Instructional Materials Engaging, Appropriately Challenging, and Usable: A Survey and Interview Study
In this report, the authors examine how middle and high school English language arts and mathematics teachers use and perceive their instructional materials in terms of how engaging, challenging, and usable they are.
Jan 14, 2021
Report
Preparing Children and Youth for Civic Life in the Era of Truth Decay: Insights from the American Teacher Panel
In this report, part of a series tied to the Truth Decay initiative, national survey results from U.S. teachers demonstrate how they promote students' civic learning and the conditions that support or hinder those efforts.
Dec 8, 2020
Report
COVID-19 and the State of K-12 Schools: Results and Technical Documentation from the Fall 2020 American Educator Panels COVID-19 Surveys
This report provides information about the sample, survey instrument, and data for the coronavirus disease 2019 surveys that were administered to principals and teachers in fall 2020 via the RAND Corporation's American Educator Panels.
Nov 16, 2020
Report
Will This School Year Be Another Casualty of the Pandemic? Key Findings from the American Educator Panels Fall 2020 COVID-19 Surveys
In this Data Note, researchers present findings on teaching and learning during a pandemic by drawing on surveys administered via the RAND American Educator Panels to nationally representative samples of teachers and principals in October 2020.
Nov 16, 2020
Report
Exploring Coherence in English Language Arts Instructional Systems in the Common Core Era
Coherence among instructional components is key to changing teachers' practices in standards-based reforms. This report uses survey data to explore the coherence of school-level instructional systems in Louisiana, Massachusetts, and Rhode Island.
Nov 4, 2020
Report
Growing Teachers from Within: Implementation, Impact, and Cost of an Alternative Teacher Preparation Program in Three Urban School Districts
The authors investigated implementation and costs of the Teacher Effectiveness and Certification (TEACh) initiative in three urban school districts, as well as the program's impact on teacher recruitment, job performance, and retention.
Sep 29, 2020
Report
Prepared for a Pandemic? How Schools' Preparedness Related to Their Remote Instruction During COVID-19
Using responses to the American Educator Panels, RAND researchers investigate how schools' pre-pandemic planning translated into remote learning practices and principals' confidence in student achievement during the COVID-19 pandemic.
Sep 29, 2020
Report
American Instructional Resources Surveys: 2020 Technical Documentation and Survey Results
This technical report provides information about the sample, survey instrument, and resultant data for the American Instructional Resources Surveys administered to principals and teachers in spring 2020 via RAND's American Educator Panels.
Sep 24, 2020
Report
The Digital Divide and COVID-19: Teachers' Perceptions of Inequities in Students' Internet Access and Participation in Remote Learning
Researchers investigate the relationship between teachers' reports of students' internet access and their interaction with students and families during school closures related to the coronavirus disease 2019 (COVID-19) pandemic.
Sep 24, 2020
Report
How Instructional Materials Are Used and Supported in U.S. K–12 Classrooms: Findings from the 2019 American Instructional Resources Survey
New results from the RAND American Instructional Resources Survey, which was fielded to a national sample of public teachers and school leaders in spring 2019, shed light on how teachers use instructional materials in their classroom.
Aug 31, 2020
Report
Social Studies Teachers' Trust in Institutions and Groups: Civic Development in the Era of Truth Decay
This Data Note, one in a series, describes survey responses from social studies teachers for kindergarten through 12th grade about their trust in institutions and willingness to accept recommendations or information from members of particular groups.
Aug 24, 2020
Report
Social Studies Teachers' Perspectives on Key Civic Outcomes in 2010 and 2019: Civic Development in the Era of Truth Decay
This Data Note, one in a series, describes changes in high school teachers' perspectives regarding the importance of teaching various topics related to students' civic development and regarding the role of social studies instruction more generally.
Aug 3, 2020
Report
Which Parents Need the Most Support While K–12 Schools and Child Care Centers Are Physically Closed?
The coronavirus disease 2019 (COVID-19) pandemic has been particularly challenging for parents as schools and child care centers closed or switched to distance learning in spring 2020. RAND researchers examine which parents need the most support.
Jul 27, 2020
Report
Teachers' Civics Instructional Materials: Civic Development in the Era of Truth Decay
Public schools play a role in combating Truth Decay by supporting students' civic development. Teachers' instructional materials provide a window into civic education; this Data Note unpacks where these materials come from and how they are used.
Jul 13, 2020
Report
2019 American Teacher Panel Civic Education Survey: Technical Documentation
As part of the RAND Corporation's Truth Decay initiative, researchers surveyed public-school social studies teachers about approaches to civic education. This report, one in a series of six, provides technical information about the survey.
Jun 29, 2020
Report
Media Use and Literacy in Schools: Civic Development in the Era of Truth Decay
This Data Note examines social studies teachers' reports regarding how they and their schools promote media literacy and the appropriate use of media. It also summarizes teachers' perceptions of challenges associated with media literacy and use.
Jun 29, 2020
Report
Taking Stock of Principal Pipelines: What Public School Districts Report Doing and What They Want to Do to Improve School Leadership
The authors share new findings about the about the presence and potential importance of principal pipeline activities for preparing, hiring, supporting, and evaluating school leaders across the United States as reported by district administrators.
Jun 23, 2020
Report
Teaching and Leading Through a Pandemic: Key Findings from the American Educator Panels Spring 2020 COVID-19 Surveys
Drawing on the RAND Corporation's American Educator Panels, this Data Note presents nationally representative teacher and principal survey results on several aspects of schooling during the coronavirus disease 2019 (COVID-19) pandemic.
Jun 22, 2020
Research Brief
Ensuring That the Measuring and Improving Student-Centered Learning Toolkit Is Easy to Use and Produces Accurate, Meaningful Results
This research brief summarizes the validity, reliability, and usability of the Measuring and Improving Student-Centered Learning Toolkit, which was developed to help high schools assess the extent of student-centered learning in their schools.
Jun 8, 2020
Report
Evidence on the Validity, Reliability, and Usability of the Measuring and Improving Student-Centered Learning (MISCL) Toolkit: Key Takeaways and Lessons on Developing Tools for School Improvement
This report summarizes a study on the validity, reliability, and usability of the Measuring and Improving Student-Centered Learning Toolkit, which was developed to help high schools measure the extent of student-centered learning in classrooms.
Jun 8, 2020
Report
COVID-19 and the State of K–12 Schools: Results and Technical Documentation from the Spring 2020 American Educator Panels COVID-19 Surveys
This technical report provides information about the sample, survey instrument, and resultant data for the coronavirus disease 2019 (COVID-19) surveys administered to principals and teachers via RAND's American Educator Panels in spring 2020.
May 26, 2020
Journal Article
Day by Day: Investigating Variation in Elementary Mathematics Instruction That Supports the Common Core
This article investigates the extent to which students were being engaged in complex practices exemplified by Common Core State Standards for Mathematics and the Standards for Mathematical Practice on a daily basis, according to teachers' reports.
May 15, 2020
Report
Are U.S. Teachers Using High-Quality Instructional Materials?
This American Educator Panels Data Note examines teachers' use of high-quality curricula materials for mathematics and English-language arts.
Apr 15, 2020
Report
American Instructional Resources Survey: 2019 Technical Documentation and Survey Results
This technical report provides information about the sample, survey instrument, and resultant data for the American Instructional Resources Surveys administered to principals and teachers in spring 2019 via RAND's American Educator Panels.
Feb 27, 2020
Report
Raising the Bar for Early Childhood Education: Early Signals on How Louisiana's Education Policy Strategies Are Working for Early Childhood Providers and Community Networks
This report, part of a four-part series on the implementation and outcomes of Louisiana's education initiatives, focuses on the state's efforts to support and improve early childhood education.
Jun 11, 2019
Report
Raising the Bar for Graduation Pathways to College and Work: Early Signals on How Louisiana's Education Policy Strategies Are Affecting College and Career Readiness
This report, part of a four-part series on implementation and outcomes of Louisiana's education initiatives, focuses on Louisiana's high school graduation pathways, which aim to improve college readiness, career readiness, and financial aid access.
Jun 11, 2019
Report
Raising the Bar for K–12 Academics: Early Signals on How Louisiana's Education Policy Strategies Are Working for Schools, Teachers, and Students
This report, part of a four-part series on the implementation and outcomes of Louisiana's education initiatives, focuses on Louisiana's strategies to support and improve K-12 academics.
Jun 11, 2019
Report
Raising the Bar for Teacher Preparation: Early Signals on How Louisiana's Education Policy Strategies Are Working Across the State
This report, part of a four-part series on the implementation and outcomes of Louisiana's education initiatives, focuses on the state's strategies for K-12 teacher preparation.
Jun 11, 2019
Report
The "Raising the Bar" Series on Louisiana's Education Policy Strategies to Support Students from Birth Through High School: Technical Appendix — Data Sources and Methods
This technical appendix describes the data sources, samples, and analytic methods used in a series of reports examining implementation and outcomes associated with Louisiana's education policy actions.
Jun 11, 2019
Research Brief
What Other States Can Learn from Louisiana's Ambitious Efforts to Reshape Its Education System
This brief highlights findings from a series of four reports that examine Louisiana's education policy strategies, how they are being implemented, and how those policy actions are related to successful student outcomes.
Jun 11, 2019
Tool
Tools for Improving Corequisite Models: A Guide for College Practitioners
This toolkit acts as a guide to improvement strategies for teams of practitioners at colleges, providing them with the knowledge and tools they need to carry out rapid cycles of data-driven improvement to address issues they face on the ground.
May 28, 2019
Research Brief
How Educators and Employers Can Align Efforts to Fill Middle-Skills STEM Jobs
This Research Brief explores the alignment of oil and gas industry--related college courses with employer needs in Ohio, Pennsylvania, and West Virginia, as well as ways in which employers and educators can collaborate to improve these courses.
Feb 7, 2019
Report
Supporting Middle-Skills STEM Workforce Development: Analysis of Workplace Skills in Demand and Education Institutions' Curricular Offerings in the Oil and Gas Sector
In this report, researchers examine the alignment of college STEM education with the needs of employers in the tri-state region of Ohio, Pennsylvania, West Virginia, as well as STEM areas in which college students need more support.
Feb 7, 2019
Report
Implementation and Outcomes of the Appalachian Renaissance Initiative in Eastern Kentucky Schools
The Appalachian Renaissance Initiative provided principals, teachers, and students in rural Eastern Kentucky with opportunities to support and improve teaching and learning. This evaluation examines its implementation and outcomes.
Jan 3, 2019
Research Brief
What Teachers Know and Do in the Common Core Era: Findings from the 2015–2017 American Teacher Panel
This brief describes work derived from five reports in RAND Education, which summarize some changes in what teachers know about Common Core standards and what they do in the classroom, based on RAND American Teacher Panel surveys.
Oct 2, 2018
Report
Changes in What Teachers Know and Do in the Common Core Era: American Teacher Panel Findings from 2015 to 2017
RAND Corporation researchers use data from surveys of the American Teacher Panel in 2015, 2016, and 2017 to provide evidence of change in teachers' use of instructional materials and knowledge of state standards and standards-aligned practices.
Sep 27, 2018
Report
Aligned Curricula and Implementation of Common Core State Mathematics Standards: Findings from the American Teacher Panel
This report presents findings from a 2016 American Teacher Panel survey, which gathered information about teachers' instructional materials for mathematics, their understanding of their mathematics standards, and their standards-aligned practices.
Aug 9, 2018
Research Brief
Raising the Bar for Student Outcomes in Louisiana
This brief examines Louisiana's approach to improving student outcomes, highlighting overarching themes and identifying potential policy implementation challenges.
Aug 3, 2018
Report
Raising the Bar: Louisiana's Strategies for Improving Student Outcomes
Louisiana has received attention for new education policies and promising early results. This report describes Louisiana's approach to improving student outcomes since 2012 and summarizes potential policy implementation challenges.
Jun 28, 2018
Report
School Supports for Teachers' Implementation of State Standards: Findings from the American School Leader Panel
This report examines two key school supports that could help teachers address state standards in their instruction: curriculum requirements and school leader knowledge of standards.
May 3, 2018
Report
Connecting What Teachers Know About State English Language Arts Standards for Reading and What They Do in Their Classrooms: Findings from the American Teacher Panel
In 2016, RAND researchers reported on teachers' understanding and implementation of their state standards for English language arts. This report provides an update based on a spring 2016 survey of the RAND American Teacher Panel.
Feb 21, 2018
Research Brief
Principal Pipelines: What Are They and What Do They Cost?
RAND Corporation analysts estimated school district costs for putting in place and operating principal pipelines based on data collected from six urban districts that participated in The Wallace Foundation's Principal Pipeline Initiative.
Dec 18, 2017
Report
U.S. Teachers' Support of Their State Standards and Assessments: Findings from the American Teacher Panel
Presents data from the American Teacher Panel to examine teachers' support for their state standards and assessments.
Oct 4, 2017
Report
What It Takes to Operate and Maintain Principal Pipelines: Costs and Other Resources
This report presents an approach for understanding the district resources and expenditures required to prepare, hire, evaluate, develop, and support school leaders and provides estimates of those resources and expenditures.
Jun 20, 2017
Report
Implementation of K–12 State Standards for Mathematics and English Language Arts and Literacy: Findings from the American Teacher Panel
This report examines teachers' implementation of K--12 state standards for mathematics and English language arts and literacy. Results are intended to identify areas where teachers may benefit from guidance about how to address their state standards.
Apr 4, 2017
Report
Use of Open Educational Resources in an Era of Common Standards: A Case Study on the Use of EngageNY
The purpose of this report is to better understand the uses of EngageNY in order to shed light on the channels through which open educational resources could better support teachers and the implementation of state standards.
Mar 27, 2017
Report
What Supports Do Teachers Need to Help Students Meet Common Core State Standards for English Language Arts and Literacy? Findings from the American Teacher and American School Leader Panels
This report shares U.S. educators' perspectives on their readiness and needs for support to help students meet Common Core and other state standards, drawing on findings from a nationally representative survey of K-12 teachers and school leaders.
Dec 19, 2016
Report
Support for Instructional Leadership: Supervision, Mentoring, and Professional Development for U.S. School Leaders: Findings from the American School Leader Panel
This report presents findings from a nationally representative survey of school principals regarding on-the-job supports that districts offer school leaders, particularly focusing on school leader supervision, mentoring, and professional development.
Oct 31, 2016
Report
What Supports Do Teachers Need to Help Students Meet Common Core State Standards for Mathematics? Findings from the American Teacher and American School Leader Panels
Presents summary data from web-based surveys of U.S. teachers on how prepared they feel to address new mathematics standards in their instruction.
Oct 27, 2016
Report
What Are Teachers' and School Leaders' Major Concerns About New K–12 State Tests? Findings from the American Teacher and American School Leader Panels
This report shares U.S. principals' and teachers' concerns about implementation of state assessment tests aligned to the new standards, drawing on survey data from RAND's American Teacher Panel (ATP) and American School Leader Panel (ASLP).
Oct 18, 2016
Report
Creating a Coherent System to Support Instruction Aligned with State Standards: Promising Practices of the Louisiana Department of Education
RAND researchers provide evidence that teachers in Louisiana implement state standards in ways that are significantly different from teachers in other states and examine department of education strategies that might be contributing to these results.
Oct 13, 2016
Draft
Preliminary Findings about the Implementation of Common Core State Standards Based on the May 2014 Field Tests of the American Teacher Panel and the American School Leader Panel
Presents illustrative findings from a field test of the American Teacher Panel and the American School Leader Panel, conducted in May 2014, focusing on perceptions and practices related to the Common Core State Standards.
Apr 21, 2016
Journal Article
Factors Associated with Alignment Between Teacher Survey Reports and Classroom Observation Ratings of Mathematics Instruction
We investigated the alignment between a teacher survey self-report measure and classroom observation measure of ambitious mathematics instructional practice among teachers in two urban school districts using two different standards-based mathematics curricula.
Mar 14, 2016
Report
Development of a K–12 Financial Education Curriculum Assessment Rubric
RAND researchers document the current state of the literature and advance a set of criteria for assessing the content, utility, quality, and efficacy of K-12 financial education curricula.
Nov 5, 2015
Tool
A Tool for Reviewing K–12 Financial Education Curricula
To help educators think about which curriculum to use, and to better understand the strengths and gaps in the curriculum currently being used, the RAND Corporation developed this tool for reviewing financial education curricula.
Nov 5, 2015
Report
Student Mental Health in California's K–12 Schools: School Principal Reports of Common Problems and Activities to Address Them
Reports results of a survey of K-12 principals to take inventory of student mental health and wellness needs and the types of programs schools are most often implementing to help students in California's public schools.
Jul 2, 2015
Journal Article
Mathematics Teacher Development in the Context of District Managed Curriculum
The purpose of this study was to develop and test the viability of a conceptual framework for analyzing mathematics instruction and mathematics teacher development within the context of policies regarding district-wide adoption of curriculum.
2014
Journal Article
Supporting Sustainability: Teachers' Advice Networks and Ambitious Instructional Reform
Scaling up instructional improvement remains a central challenge for school systems.
2012
Journal Article
How Curriculum and Classroom Achievement Predict Teacher Time on Lecture- and Inquiry-Based Mathematics Activities
This study drew on data from a large, randomized trial of Cognitive Tutor Algebra (CTA) in high-poverty settings to investigate how mathematics curricula and classroom achievement related to teacher reports of time spent on inquiry-based and lecture-based mathematics activities.
2012