Advancing Educational Policy by Advancing Research on Instruction

By Stephen Raudenbush. 2008

135 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e2e37c5a5f91c123f828b19d2ac3404c81baf806

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Citations in the corpus

Effects of Blended Instructional Models on Math Performance (2014, background): “Second, we wanted to avoid contamination within schools due to teachers sharing instructional strategies across treatment conditions (Raudenbush, 2008).”
Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship (2012, background): “Keywords: curriculum materials; mathematics; teacher knowledge; teaching quality There is increasing consensus that, to improve student learning, greater attention needs to be paid to instruction itself (Hiebert and Grouws 2007, Raudenbush 2008).”
Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, background): “A comprehensive overview of preservice teachers’ knowledge of fractions is lacking Recent research underlines the importance of teacher knowledge for the quality of instruction and student learning (Charalambous and Hill 2012, Hiebert and Grouws 2007, Raudenbush 2008).”
Rethinking Instructional Leadership, a Review (2013, background): “Another way of putting this dilemma is to consider the variation in U.S. instructional systems—or sets of instructional goals, curricula, and assessments (Bryk, 2009; Cohen, 2010; Cohen & Spillane, 1992; Raudenbush, 2008; Resnick, 2010; Wilson, 2008).”
Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies (2012, methodology): “The professional development is ongoing, intentional, reflective, situated in the classroom and the school, grounded in particular curriculum materials, and focused on mathematics content knowledge and children’s thinking, especially on learning trajectories (Figure 1, J–M; Bodilly, 1998; Borman et ”
The importance of studying the implementation of interventions in school settings (2012, methodology): “Programme ineffectiveness may be attributed to a failure to implement interventions with fidelity, that is as prescribed by the programme developers (Elliott & Mihalic, 2004; Raudenbush, 2008); this can be due either to barriers to implementation or to intentional local adaptations.”
Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial (2011, background): “Three instruments provided data on teachers' knowledge, beliefs, and practice , an essential measure given the need to consider instruction as the proximal cause of student learning (Raudenbush, 2008).”
Coherent teacher education programmes: taking a student perspective (2017, background): “As they are experiencing and part of the teacher education programmes first hand, their ideas and perceptions are valuable input for teacher educators, researchers and teacher (education) evaluators (e.g. raudenbush, 2008; Worrell et al., 2014).”
Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students With Mathematics Difficulties? A Mediated Moderation Analysis (2019, background): “, 2011), it supports teachers in differentiating instruction for at-risk learners through systematic feedback loops (Raudenbush, 2008).”
Early childhood teacher education: the case of geometry (2011, background): “• Focus on instructional change that promotes depth and quality of children’s thinking, placing research-based learning trajectories at the core of the teacher/child/curriculum triad to ensure that curriculum, materials, instructional strategies, and assessments are aligned (Ball and Cohen 1999; Cle”