Exploring The Role of Teacher Quality in Predicting Reading Outcomes for First-Grade English Learners
By R. Gersten, S. Baker, Diane Haager, A. Graves. 2005
95 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/107f51057255aafa2c7d2eca97b379b53a9a7539
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Mary T. Brownell
- Kristen L. McMaster
- Joseph A. Dimino
- J. Klingner
- S. Kung
- M. Cao
- Insoo Han
- R. Gersten
In Education
- Mary T. Brownell
- Kristen L. McMaster
- Joseph A. Dimino
- J. Klingner
- S. Kung
- M. Cao
- Insoo Han
- R. Gersten
Citations in the corpus
- The Role of Domain Expertise in Beginning Special Education Teacher Quality (2009, methodology): “92 and interobserver reliability of 73% (Gersten et al., 2005), an acceptable percentage for observational systems requiring moderate to high inferences (Eddy, Stoolmiller, Reid, Dishion, & Bank, 1995; Stanovich & Jordan).”
- Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention (2008, methodology): “Observational methods such as those employed by Gersten et al. (2005) could 211Exceptional Children provide further insight into instructional conditions that impact K–PALS effectiveness.”