Laura Northrop
Biographic Data
| ID | 5180874 |
|---|---|
| NAME | Laura Northrop |
| GIVEN NAMES | Laura |
| FAMILY NAME | Northrop |
| SIGNATURE | NORTHROP L |
| AFFILIATIONS | University of Pittsburgh |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Examining English Language Arts Teachers
Background: Much of the previous research in teacher attrition and retention focuses on teachers in general, without regard to specific types of teachers. We focus on English language arts (ELA) and English as a second language (ESL) teachers because the United States has stubbornly low achievement in reading, and reading is critical to the success of learning other subjects, and because these are the two groups of teachers most responsible for t…
Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity for Middle School Struggling Readers
In this study, the authors used the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 to examine the instructional time allocation and instructional practices in eighth‐grade English language arts classes for struggling readers, as measured by track level. The authors also analyze the titles and text complexity of the last three books assigned to students. The authors found that track level continues to be a significant predictor …
AYP Status, Urbanicity, and Sector
This study investigates whether adequate yearly progress (AYP) status, locale, and sector—common variables used to judge the quality of schools—accurately signal true differences in instructional practices in high school mathematics and science. Using data from the High School Longitudinal Study (HSLS), we find the school-to-school variation in instructional practices to be minimal. Controlling for a variety of school and teacher characteristics,…
Breaking the Cycle
This research used a mixed‐methods framework to investigate cumulative disadvantage in literacy, specifically focusing on the differences between early struggling readers who recover and early struggling readers who continue struggling. Quantitative analysis used the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 ( ECLS ‐K), whereas qualitative data came from in‐depth interviews with 42 teachers. This research suggests three …
Early Career Outcomes for the “Best and the Brightest”
Educational efforts aimed at attracting the “best and brightest” into the teaching profession are widespread and include national programs, such as Teach for America and the New Teacher Project Teaching Fellows, as well as regional and state-based programs, city-based programs, and university-based programs. Yet, studies of attrition in programs aimed at recruiting highly selective teachers provide some evidence that highly selective entrants are…
Early Career Outcomes for the “Best and the Brightest”
Educational efforts aimed at attracting the “best and brightest” into the teaching profession are widespread and include national programs, such as Teach for America and the New Teacher Project Teaching Fellows, as well as regional and state-based programs, city-based programs, and university-based programs. Yet, studies of attrition in programs aimed at recruiting highly selective teachers provide some evidence that highly selective entrants are…
Breaking the Cycle
This research used a mixed‐methods framework to investigate cumulative disadvantage in literacy, specifically focusing on the differences between early struggling readers who recover and early struggling readers who continue struggling. Quantitative analysis used the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 ( ECLS ‐K), whereas qualitative data came from in‐depth interviews with 42 teachers. This research suggests three …
AYP Status, Urbanicity, and Sector
This study investigates whether adequate yearly progress (AYP) status, locale, and sector—common variables used to judge the quality of schools—accurately signal true differences in instructional practices in high school mathematics and science. Using data from the High School Longitudinal Study (HSLS), we find the school-to-school variation in instructional practices to be minimal. Controlling for a variety of school and teacher characteristics,…
Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity for Middle School Struggling Readers
In this study, the authors used the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 to examine the instructional time allocation and instructional practices in eighth‐grade English language arts classes for struggling readers, as measured by track level. The authors also analyze the titles and text complexity of the last three books assigned to students. The authors found that track level continues to be a significant predictor …
Early Career Outcomes for the “Best and the Brightest”
Educational efforts aimed at attracting the “best and brightest” into the teaching profession are widespread and include national programs, such as Teach for America and the New Teacher Project Teaching Fellows, as well as regional and state-based programs, city-based programs, and university-based programs. Yet, studies of attrition in programs aimed at recruiting highly selective teachers provide some evidence that highly selective entrants are…
Breaking the Cycle
This research used a mixed‐methods framework to investigate cumulative disadvantage in literacy, specifically focusing on the differences between early struggling readers who recover and early struggling readers who continue struggling. Quantitative analysis used the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 ( ECLS ‐K), whereas qualitative data came from in‐depth interviews with 42 teachers. This research suggests three …
AYP Status, Urbanicity, and Sector
This study investigates whether adequate yearly progress (AYP) status, locale, and sector—common variables used to judge the quality of schools—accurately signal true differences in instructional practices in high school mathematics and science. Using data from the High School Longitudinal Study (HSLS), we find the school-to-school variation in instructional practices to be minimal. Controlling for a variety of school and teacher characteristics,…
Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity for Middle School Struggling Readers
In this study, the authors used the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 to examine the instructional time allocation and instructional practices in eighth‐grade English language arts classes for struggling readers, as measured by track level. The authors also analyze the titles and text complexity of the last three books assigned to students. The authors found that track level continues to be a significant predictor …
Examining English Language Arts Teachers
Background: Much of the previous research in teacher attrition and retention focuses on teachers in general, without regard to specific types of teachers. We focus on English language arts (ELA) and English as a second language (ESL) teachers because the United States has stubbornly low achievement in reading, and reading is critical to the success of learning other subjects, and because these are the two groups of teachers most responsible for t…
Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Parental Involvement in Education (4 works) · School Choice and Performance (4 works) · Attrition (2 works) · Computer Science (2 works) · Early Childhood Education and Development (2 works) · Language arts (2 works) · Mathematics (2 works)