Studying Large-Scale Reforms of Instructional Practice: An Example from Mathematics and Science

By L. Hamilton, Daniel F McCaffrey, B. Stecher, S. Klein, A. Robyn, Delia Bugliari. 2003

146 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/9c08731d474a9507aace21cc2ab9bb548e7171f8

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Citations in the corpus

Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009, methodology): “…Ball, & Schilling, 2008; Phelps & Schilling, 2004; Snow, Burns, & Griffin, 1998; Wilson & Berne, 1999); instruction and student achievement (e.g., Hamilton et al., 2003; Mayer, 1998; Stein & Lane, 1996; Supovitz, 2001; Von Secker, 2002; Wenglinsky, 2002); professional development and teachers’…”
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools (2009, methodology): “This is consistent with previous research: Implementation is typically more successful when school personnel understand program components and reach consensus, if not unanimity, to implement the program (Bodilly, 1998; Borman et al., 2003; Datnow et al., 2003; Hamilton et al., 2003).”
Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, background): “Similarly, research indicates that changes in instructional enactments aligned with more ambitious curricular goals such as inquiry or reform-based instruction are related to improved student performance (e.g., Hamilton et al., 2003; Secker, 2002).”
Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis (2008, unknown): “…(1987) Edwards, Kahn, and Brenton (2001) Fenigsohn (1982) Geiser (1998) Gickling, Shane, and Croskery (1989) Grossen (2002) Hamilton et al. (2001) Hamilton et al. (2003) Reason Not Included and Comments Duration < 12 weeks Duration < 12 weeks Duration < 12 weeks Duration < 12 weeks Outcome…”
Teacher support, instructional practices, student motivation, and mathematics achievement in high school (2018, background): “…concepts, the application of the knowledge to everyday situations, and the integration of concepts across subjects, has small but consistent positive relationships with student achievement after controlling for student prior achievement and background characteristics (Hamilton et al., 2003).”
Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap between Black and White and High- and Low-SES Students in the Early Grades? (2010, background): “…from using different definitions of conceptual instruction, to studying different grade levels (e.g., Carpenter et al., 1989; Cobb et al., 1991; Cohen & Hill, 2000; Gamoran et al., 1997; Hamilton et al., 2003; Hiebert et al., 1996, 1997; Lee, Smith, & Croninger, 1997; Silver & Lane, 1995).”