Michael S Garet
Dados Biográficos
| ID | 4137080 |
|---|---|
| NOME | Michael S Garet |
| PRENOMES | Michael S |
| SOBRENOME | Garet |
| ASSINATURA | GARET M S |
| AFILIAÇÕES | American Institutes for Research |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 254 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1988 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 5 |
What a study of educator evaluation taught us about professional learning
After years evaluating teacher professional learning programs, researchers Andrew J. Wayne, Jordan Rickles, Mengli Song, Seth Brown, and Michael S. Garet describe a study that changed their perspective. The study’s takeaways about the design of teacher professional learning are important for everyone who seeks to create systems to support teaching and learning. The findings call attention to the value of streamlined, high-quality programs for imp…
Combining a Local Comparison Group, a Pretest Measure, and Rich Covariates
This study examined bias reduction in the eight nonequivalent comparison group designs (NECGDs) that result from combining (a) choice of a local versus non-local comparison group, and analytic use or not of (b) a pretest measure of the study outcome and (c) a rich set of other covariates. Bias was estimated as the difference in causal estimate between each NECGD and a carefully appraised randomized experiment with the same intervention, outcome, …
Did States’ Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence From a Comparative Interrupted Time Series Study of Standards-Based Reform
This study was designed to assess the effects of states’ adoption of more rigorous standards as part of the current wave of standards-based reform on student achievement using comparative interrupted time series analyses based on state-level NAEP data from 1990 to 2017. Results show that the effects of adopting more rigorous standards on students’ mathematics achievement were generally small and not significant. The effects on students’ reading a…
Best Practices in Teachers’ Professional Development in the United States
This paper discusses best practices in teachers’ professional development (PD) in the United States (U.S.). We begin by presenting a conceptual framework for effective professional development, which suggests five key features that make professional development effective—content focus, active learning, coherence, sustained duration, and collective participation. We then describe the findings from recent U.S. research that has tested the five feat…
Geographies of Trust
Generalized social trust is an important component of social capital and has been linked to a variety of individual- and community-level outcomes, including low crime rates, effective government, and healthy and happy citizens. Drawing on a multicommunity survey conducted in several American towns and cities in 2002, the authors examine the individual and contextual origins of general social trust using the techniques of Hierarchical Linear Model…
Experimenting With Teacher Professional Development
A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features…
Effects of Professional Development on Teachers’ Instruction
This article examines the effects of professional development on teachers’ instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers’ professional development and its effects on changing teaching practice in mathematics and science from 1996–1999. We found that professional development focused on specific instructional practices increases teachers’ use of…
In (Re)Search of Evidence-Based School Practices
Two types of inquiry have been at the heart of recent discussions of systematic evidence in educational policy and practice: randomized field trials (RFTs) and nationally representative surveys. We argue that integrating these 2 modes of inquiry has the potential to strengthen the evidence base for school reform. In particular, national surveys can help determine the focus of RFTs, by identifying factors that place schools at risk of poor achieve…
What Makes Professional Development Effective? Results From a National Sample of Teachers
This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and sk…
The Effect of Family on the Job Exits of Young Adults
This study examines the effect of family of origin and procreation on job exits for a sample of young White women and men (ages 18-24) between 1980 and 1986. Unlike much of the sociological literature that employs path analysis to examine occupational attainment at a small number of fixed points in time, this study employs event history analysis to examine family status factors and occupational attainment as dynamic processes. A competing risk mo…
Students, Courses, and Stratification
Using data from the transcripts of 1, 700 students who entered four high schools as ninth graders in fall 1979, we estimated the influence of students' background characteristics on course placement in mathematics and science. After controlling for the students' background characteristics, we found that course-placement probabilities differ substantially across the four schools. Furthermore, the pattern of association between course placement in …
What Makes Professional Development Effective? Results From a National Sample of Teachers
This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and sk…
Experimenting With Teacher Professional Development
A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features…
Students, Courses, and Stratification
Using data from the transcripts of 1, 700 students who entered four high schools as ninth graders in fall 1979, we estimated the influence of students' background characteristics on course placement in mathematics and science. After controlling for the students' background characteristics, we found that course-placement probabilities differ substantially across the four schools. Furthermore, the pattern of association between course placement in …
The Effect of Family on the Job Exits of Young Adults
This study examines the effect of family of origin and procreation on job exits for a sample of young White women and men (ages 18-24) between 1980 and 1986. Unlike much of the sociological literature that employs path analysis to examine occupational attainment at a small number of fixed points in time, this study employs event history analysis to examine family status factors and occupational attainment as dynamic processes. A competing risk mo…
Geographies of Trust
Generalized social trust is an important component of social capital and has been linked to a variety of individual- and community-level outcomes, including low crime rates, effective government, and healthy and happy citizens. Drawing on a multicommunity survey conducted in several American towns and cities in 2002, the authors examine the individual and contextual origins of general social trust using the techniques of Hierarchical Linear Model…
In (Re)Search of Evidence-Based School Practices
Two types of inquiry have been at the heart of recent discussions of systematic evidence in educational policy and practice: randomized field trials (RFTs) and nationally representative surveys. We argue that integrating these 2 modes of inquiry has the potential to strengthen the evidence base for school reform. In particular, national surveys can help determine the focus of RFTs, by identifying factors that place schools at risk of poor achieve…
Did States’ Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence From a Comparative Interrupted Time Series Study of Standards-Based Reform
This study was designed to assess the effects of states’ adoption of more rigorous standards as part of the current wave of standards-based reform on student achievement using comparative interrupted time series analyses based on state-level NAEP data from 1990 to 2017. Results show that the effects of adopting more rigorous standards on students’ mathematics achievement were generally small and not significant. The effects on students’ reading a…
Students, Courses, and Stratification
Using data from the transcripts of 1, 700 students who entered four high schools as ninth graders in fall 1979, we estimated the influence of students' background characteristics on course placement in mathematics and science. After controlling for the students' background characteristics, we found that course-placement probabilities differ substantially across the four schools. Furthermore, the pattern of association between course placement in …
The Effect of Family on the Job Exits of Young Adults
This study examines the effect of family of origin and procreation on job exits for a sample of young White women and men (ages 18-24) between 1980 and 1986. Unlike much of the sociological literature that employs path analysis to examine occupational attainment at a small number of fixed points in time, this study employs event history analysis to examine family status factors and occupational attainment as dynamic processes. A competing risk mo…
What Makes Professional Development Effective? Results From a National Sample of Teachers
This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and sk…
Effects of Professional Development on Teachers’ Instruction
This article examines the effects of professional development on teachers’ instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers’ professional development and its effects on changing teaching practice in mathematics and science from 1996–1999. We found that professional development focused on specific instructional practices increases teachers’ use of…
In (Re)Search of Evidence-Based School Practices
Two types of inquiry have been at the heart of recent discussions of systematic evidence in educational policy and practice: randomized field trials (RFTs) and nationally representative surveys. We argue that integrating these 2 modes of inquiry has the potential to strengthen the evidence base for school reform. In particular, national surveys can help determine the focus of RFTs, by identifying factors that place schools at risk of poor achieve…
Experimenting With Teacher Professional Development
A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features…
Geographies of Trust
Generalized social trust is an important component of social capital and has been linked to a variety of individual- and community-level outcomes, including low crime rates, effective government, and healthy and happy citizens. Drawing on a multicommunity survey conducted in several American towns and cities in 2002, the authors examine the individual and contextual origins of general social trust using the techniques of Hierarchical Linear Model…
Best Practices in Teachers’ Professional Development in the United States
This paper discusses best practices in teachers’ professional development (PD) in the United States (U.S.). We begin by presenting a conceptual framework for effective professional development, which suggests five key features that make professional development effective—content focus, active learning, coherence, sustained duration, and collective participation. We then describe the findings from recent U.S. research that has tested the five feat…
Did States’ Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence From a Comparative Interrupted Time Series Study of Standards-Based Reform
This study was designed to assess the effects of states’ adoption of more rigorous standards as part of the current wave of standards-based reform on student achievement using comparative interrupted time series analyses based on state-level NAEP data from 1990 to 2017. Results show that the effects of adopting more rigorous standards on students’ mathematics achievement were generally small and not significant. The effects on students’ reading a…
Combining a Local Comparison Group, a Pretest Measure, and Rich Covariates
This study examined bias reduction in the eight nonequivalent comparison group designs (NECGDs) that result from combining (a) choice of a local versus non-local comparison group, and analytic use or not of (b) a pretest measure of the study outcome and (c) a rich set of other covariates. Bias was estimated as the difference in causal estimate between each NECGD and a carefully appraised randomized experiment with the same intervention, outcome, …
What a study of educator evaluation taught us about professional learning
After years evaluating teacher professional learning programs, researchers Andrew J. Wayne, Jordan Rickles, Mengli Song, Seth Brown, and Michael S. Garet describe a study that changed their perspective. The study’s takeaways about the design of teacher professional learning are important for everyone who seeks to create systems to support teaching and learning. The findings call attention to the value of streamlined, high-quality programs for imp…
Psychology (11 obras) · Mathematics education (7 obras) · Pedagogy (7 obras) · Educational Assessment and Improvement (5 obras) · Professional development (5 obras) · School Choice and Performance (5 obras) · Teacher Education and Leadership Studies (5 obras) · Faculty Development (4 obras) · Political science (3 obras) · Professional learning community (3 obras)