Alyson L Lavigne
Biographic Data
| ID | 1604686 |
|---|---|
| NAME | Alyson L Lavigne |
| GIVEN NAMES | Alyson L |
| FAMILY NAME | Lavigne |
| SIGNATURE | LAVIGNE A L |
| AFFILIATIONS | Utah State University |
| ORCID | 0000-0002-2763-4551 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From observation to impact
Observation of and feedback to teachers is proposed as an impactful way to drive improvements in teaching and learning. As such, this special issue of Theory Into Practice is devoted to effective feedback to teachers. This special issue bridges theory and research with the practical work of supervising teachers in a series of 10 articles organized into four domains: foundations of feedback, content-based feedback, inclusive, equitable, and cultur…
Empowering mathematics teacher development
Feedback is a significant element in the supervision process; yet, teachers rarely receive content-based feedback from their supervisors. As mathematics education continues to advance and encounter emerging challenges, the role of effective supervision becomes more crucial. We highlight the importance of content-specific supervision and feedback in the development of mathematics pre- and in-service teachers. We apply Shulman’s (1986) pedagogical …
Does It Matter Who Evaluates Teachers? Principal Versus Teacher-Led Evaluation and Teacher Motivation
Increasing job demands and continuing struggles to improve teacher evaluation practice raise the question of how peers might assist principals with teacher evaluation. Using a robust international sample (TALIS2013) of 36,411 teachers from 2,759 schools in 11 countries, we tested the hypothesis that teacher-led evaluation practices are associated with more teacher-reported positive changes in classroom practice, confidence, and motivation than pr…
Cultural responsivity and common conceptualizations of “good” teaching in culturally and linguistically diverse elementary classrooms in the U.S. and the Netherlands
Using dyadic observation to explore equitable learning opportunities in classroom instruction
Because of poverty, many children do not receive adequate prenatal care, nutrition, or early childhood education. These inequities combine to ensure that many students enter school with considerably less academic content knowledge and skills for learning than their peers. Teachers and schools did not create these gaps, but they must address them. The impact of schools in reducing gaps has been explored for decades only to yield inconsistent findi…
Improving instructional practice through peer observation and feedback
The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better-informed decisions moving forward. Principals—responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providing feedback to teachers—are overworked. They have little time to provide high-quality feedback, and m…
Principal evaluation in the United States
The growing recognition of how much principals matter for student learning and how they make a difference has fueled the need to ensure that effective principals are leading every school. One way to achieve this is through principal evaluation, which has experienced significant changes in the last decade. We conducted a national exploratory study (50 states) to document the trends in and provide an illustration of the current situation of states’…
Understanding District Support for Leader Development and Success in the Accountability Era
As an intermediary between U.S. state and federal policy and the school, the school district, many scholars maintain, remains a key player in meeting the needs of school-level leadership. Moreover, the job of the principal is difficult and has become increasingly complex as a result of increased pressure, accountability, and oversight under the No Child Left Behind Act (now the Every Student Succeeds Act) in the United States. These two propositi…
Communicating Care Across Culture and Language
Formal schooling is a site of cultural socialization where children are taught how to see their world and themselves. As teachers are a primary medium through which this socialization occurs, the present study explores students’ perceptions of teachers’ care in two schools where a majority of students and teachers differ in cultural heritage. Like many public schools in the nation, students at these schools were predominantly Latin@, while the te…
Rating Teachers Cheaper, Faster, and Better
Gargani and Strong claim to have developed and validated an observation system that requires only 4 hr of training, but one that can identify effective teachers using just 20 min of one video-taped lesson. They further contend that their six-item inventory requires little judgment from those who use it. They describe their instrument, the Rapid Assessment of Teacher Effectiveness (RATE), as better, faster, and cheaper than other available instrum…
Beginning teachers who stay
Beginning teachers who stay
Cultural responsivity and common conceptualizations of “good” teaching in culturally and linguistically diverse elementary classrooms in the U.S. and the Netherlands
Communicating Care Across Culture and Language
Formal schooling is a site of cultural socialization where children are taught how to see their world and themselves. As teachers are a primary medium through which this socialization occurs, the present study explores students’ perceptions of teachers’ care in two schools where a majority of students and teachers differ in cultural heritage. Like many public schools in the nation, students at these schools were predominantly Latin@, while the te…
Rating Teachers Cheaper, Faster, and Better
Gargani and Strong claim to have developed and validated an observation system that requires only 4 hr of training, but one that can identify effective teachers using just 20 min of one video-taped lesson. They further contend that their six-item inventory requires little judgment from those who use it. They describe their instrument, the Rapid Assessment of Teacher Effectiveness (RATE), as better, faster, and cheaper than other available instrum…
Beginning teachers who stay
Rating Teachers Cheaper, Faster, and Better
Gargani and Strong claim to have developed and validated an observation system that requires only 4 hr of training, but one that can identify effective teachers using just 20 min of one video-taped lesson. They further contend that their six-item inventory requires little judgment from those who use it. They describe their instrument, the Rapid Assessment of Teacher Effectiveness (RATE), as better, faster, and cheaper than other available instrum…
Communicating Care Across Culture and Language
Formal schooling is a site of cultural socialization where children are taught how to see their world and themselves. As teachers are a primary medium through which this socialization occurs, the present study explores students’ perceptions of teachers’ care in two schools where a majority of students and teachers differ in cultural heritage. Like many public schools in the nation, students at these schools were predominantly Latin@, while the te…
Improving instructional practice through peer observation and feedback
The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better-informed decisions moving forward. Principals—responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providing feedback to teachers—are overworked. They have little time to provide high-quality feedback, and m…
Principal evaluation in the United States
The growing recognition of how much principals matter for student learning and how they make a difference has fueled the need to ensure that effective principals are leading every school. One way to achieve this is through principal evaluation, which has experienced significant changes in the last decade. We conducted a national exploratory study (50 states) to document the trends in and provide an illustration of the current situation of states’…
Understanding District Support for Leader Development and Success in the Accountability Era
As an intermediary between U.S. state and federal policy and the school, the school district, many scholars maintain, remains a key player in meeting the needs of school-level leadership. Moreover, the job of the principal is difficult and has become increasingly complex as a result of increased pressure, accountability, and oversight under the No Child Left Behind Act (now the Every Student Succeeds Act) in the United States. These two propositi…
Using dyadic observation to explore equitable learning opportunities in classroom instruction
Because of poverty, many children do not receive adequate prenatal care, nutrition, or early childhood education. These inequities combine to ensure that many students enter school with considerably less academic content knowledge and skills for learning than their peers. Teachers and schools did not create these gaps, but they must address them. The impact of schools in reducing gaps has been explored for decades only to yield inconsistent findi…
Cultural responsivity and common conceptualizations of “good” teaching in culturally and linguistically diverse elementary classrooms in the U.S. and the Netherlands
Does It Matter Who Evaluates Teachers? Principal Versus Teacher-Led Evaluation and Teacher Motivation
Increasing job demands and continuing struggles to improve teacher evaluation practice raise the question of how peers might assist principals with teacher evaluation. Using a robust international sample (TALIS2013) of 36,411 teachers from 2,759 schools in 11 countries, we tested the hypothesis that teacher-led evaluation practices are associated with more teacher-reported positive changes in classroom practice, confidence, and motivation than pr…
From observation to impact
Observation of and feedback to teachers is proposed as an impactful way to drive improvements in teaching and learning. As such, this special issue of Theory Into Practice is devoted to effective feedback to teachers. This special issue bridges theory and research with the practical work of supervising teachers in a series of 10 articles organized into four domains: foundations of feedback, content-based feedback, inclusive, equitable, and cultur…
Empowering mathematics teacher development
Feedback is a significant element in the supervision process; yet, teachers rarely receive content-based feedback from their supervisors. As mathematics education continues to advance and encounter emerging challenges, the role of effective supervision becomes more crucial. We highlight the importance of content-specific supervision and feedback in the development of mathematics pre- and in-service teachers. We apply Shulman’s (1986) pedagogical …
Psychology (9 works) · Teacher Education and Leadership Studies (9 works) · Pedagogy (7 works) · Mathematics education (5 works) · Parental Involvement in Education (5 works) · Political science (5 works) · Computer Science (4 works) · Educational Assessment and Improvement (4 works) · School Choice and Performance (4 works) · Sociology (4 works)