Heather C. Hill
Heather C. Hill
Harvard Graduate School of Education & Annenberg Institute at Brown
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Cited by
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Effects of teachers’ mathematical knowledge for teaching on student achievement
HC Hill, B Rowan, DL Ball
American educational research journal 42 (2), 371-406, 2005
Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students
HC Hill, DL Ball, SG Schilling
Journal for research in mathematics education 39 (4), 372-400, 2008
Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide?
DL Ball, HC Hill, H Bass
American Federation of Teachers, 2005
Instructional policy and classroom performance: The mathematics reform in California
DK Cohen, HC Hill
Teachers college record 102 (2), 294-343, 2000
Developing measures of teachers’ mathematics knowledge for teaching
HC Hill, SG Schilling, DL Ball
The elementary school journal 105 (1), 11-30, 2004
Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study
HC Hill, ML Blunk, CY Charalambous, JM Lewis, GC Phelps, L Sleep, ...
Cognition and instruction 26 (4), 430-511, 2008
Learning policy: When state education reform works
DK Cohen, HC Hill
Yale University Press, 2008
Learning mathematics for teaching: Results from California's mathematics professional development institutes
HC Hill, DL Ball
Journal for research in mathematics education 35 (5), 330-351, 2004
Professional development research: Consensus, crossroads, and challenges
HC Hill, M Beisiegel, R Jacob
Educational researcher 42 (9), 476-487, 2013
Assessing teachers’ mathematical knowledge
HC Hill, L Sleep, JM Lewis, DL Ball
Second handbook of research on mathematics teaching and learning: A project …, 2007
When rater reliability is not enough: Teacher observation systems and a case for the generalizability study
HC Hill, CY Charalambous, MA Kraft
Educational Researcher 41 (2), 56-64, 2012
Fixing teacher professional development
HC Hill
Phi Delta Kappan 90 (7), 470-476, 2009
A validity argument approach to evaluating teacher value-added scores
HC Hill, L Kapitula, K Umland
American Educational Research Journal 48 (3), 794-831, 2011
Understanding implementation: Street‐level bureaucrats' resources for reform
HC Hill
Journal of Public Administration Research and Theory 13 (3), 265-282, 2003
Policy is not enough: Language and the interpretation of state standards
HC Hill
American educational research journal 38 (2), 289-318, 2001
Learning from teacher observations: Challenges and opportunities posed by new teacher evaluation systems
H Hill, P Grossman
Harvard educational review 83 (2), 371-384, 2013
Alignment and accountability in policy design and implementation: The Common Core State Standards and implementation research
CE Coburn, HC Hill, JP Spillane
Educational Researcher 45 (4), 243-251, 2016
The curious—and crucial—case of mathematical knowledge for teaching
H Hill, DL Ball
Phi Delta Kappan 91 (2), 68-71, 2009
The nature and predictors of elementary teachers' mathematical knowledge for teaching
HC Hill
Journal for Research in Mathematics Education 41 (5), 513-545, 2010
Mathematical knowledge of middle school teachers: Implications for the No Child Left Behind policy initiative
HC Hill
Educational evaluation and policy analysis 29 (2), 95-114, 2007
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