Research
Measuring the Quality of Teacher-Child Interactions at Scale: The Implications of Using Local Practitioners to Conduct Classroom Observations
Are Parents’ Ratings and Satisfaction with Preschools related to Program Features?
This study examines whether parents’ overall satisfaction with their child’s early childhood education (ECE) program is correlated with a broad set of program characteristics, including (a) observational assessments of teacher-child interactions; (b) structural features of the program, such as teacher education and class size; (c) practical and convenience factors (e.g., hours, cost); and (d) a measure of average classroom learning gains. It then describes associations between parents’ evaluation of specific program characteristics and externally collected measures of those features.
Identifying and Predicting Effective Leader Practices: Examining Principal Experience and Prior Roles
The importance of leadership in schools is substantiated, and we know that effective leaders call upon certain practices to influence student achievement. What remains less clear is how the professional backgrounds of educators may influence effective leader practice.
How Principal Leadership and Person-Job Fit Are Associated with Teacher Mobility and Attrition
While existing studies of teacher retention have attempted to isolate economic and organizational factors that predict teacher turnover, this paper etends the research base by incorporating measures of principal leadership and person-job (P-J) fit. Using data from roughly 3000 teachers from the 2011-12 Schools and Staffing Survey and the 2012-13 Teacher Follow-up Survey, we explore how leadership and P-J fit are associated with teachers’ mobility.