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Dr. Desimone studies how state, district, and school-level policy can better promote changes in teaching that lead to improved student achievement and to closing the achievement gap between advantaged and disadvantaged students. She uses multiple methods, including surveys, interviews, classroom observations, and randomized control trials, to study all levels of the policy system (national, state, district, school, and classroom). Much of her work has focused on school reform initiatives, standards-based reform, and teacher quality initiatives (e.g., teachers’ professional development, induction, and mentoring). She has studied teacher professional development, induction, mentoring, comprehensive school reform, and mathematics and science curricular and professional learning interventions. She was PI on Shared Solutions, an IES-funded research-practice partnership with the School District of Philadelphia and Penn GSE. Research with the school district included co-developing surveys for administration district-wide and a mixed method study of the district’s school improvement efforts.
研究兴趣
论文共 79 篇作者统计合作学者相似作者
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Arielle Lentz,Laura Desimone,Amy Stornaiuolo, Katie Pak,Nelson Flores, Philip Nichols,Morgan Polikoff, Andy Porter
PHI DELTA KAPPANno. 6 (2024): 8-11
AERA OPEN (2023): 233285842211400-233285842211400
PROFESSIONAL DEVELOPMENT IN EDUCATIONno. 1 (2023): 1-3
PHI DELTA KAPPANno. 1 (2023): 18-23
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AMERICAN EDUCATIONAL RESEARCH JOURNALno. 3 (2023): 521-561
Phi Delta Kappanno. 1 (2023): 18-23
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JOURNAL OF EDUCATIONAL CHANGEno. 3 (2022): 393-423
AMERICAN JOURNAL OF EDUCATIONno. 1 (2021): 147-169
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