David Blazar
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The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence
MA Kraft, D Blazar, D Hogan
Review of educational research 88 (4), 547-588, 2018
Teacher and teaching effects on students’ attitudes and behaviors
D Blazar, MA Kraft
Educational evaluation and policy analysis 39 (1), 146-170, 2017
Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement
D Blazar
Economics of Education Review 48, 16-29, 2015
Exploring mechanisms of effective teacher coaching: A tale of two cohorts from a randomized experiment
D Blazar, MA Kraft
Educational evaluation and policy analysis 37 (4), 542-566, 2015
Individualized coaching to improve teacher practice across grades and subjects: New experimental evidence
MA Kraft, D Blazar
Educational Policy 31 (7), 1033-1068, 2017
Teacher and teaching effects on students' academic performance, attitudes, and behaviors
D Blazar
Harvard University, 2016
Grade assignments and the teacher pipeline: A low-cost lever to improve student achievement?
D Blazar
Educational Researcher 44 (4), 213-227, 2015
Taking teacher coaching to scale: Can personalized training become standard practice?
MA Kraft, D Blazar
Education Next 18 (4), 68-75, 2018
Resources for teaching: Examining personal and institutional predictors of high-quality instruction
HC Hill, D Blazar, K Lynch
Aera open 1 (4), 2332858415617703, 2015
Validating arguments for observational instruments: Attending to multiple sources of variation
HC Hill, CY Charalambous, D Blazar, D McGinn, MA Kraft, M Beisiegel, ...
Educational Assessment 17 (2-3), 88-106, 2012
What does it mean to be ranked a “high” or “low” value-added teacher? Observing differences in instructional quality across districts
D Blazar, E Litke, J Barmore
American Educational Research Journal 53 (2), 324-359, 2016
Does test preparation mean low-quality instruction?
D Blazar, C Pollard
Educational Researcher 46 (8), 420-433, 2017
Attending to general and mathematics-specific dimensions of teaching: Exploring factors across two observation instruments
D Blazar, D Braslow, CY Charalambous, HC Hill
Educational Assessment 22 (2), 71-94, 2017
Learning by the book: Comparing math achievement growth by textbook in six Common Core states
D Blazar, B Heller, T Kane, M Polikoff, D Staiger, S Carrell, D Goldhaber, ...
Center for Education Policy Research, Harvard University, 2019
Validating teacher effects on students’ attitudes and behaviors: Evidence from random assignment of teachers to students
D Blazar
Education Finance and Policy 13 (3), 281-309, 2018
Relationships between observations of elementary mathematics instruction and student achievement: Exploring variability across districts
K Lynch, M Chin, D Blazar
American Journal of Education 123 (4), 615-646, 2017
Teachers of Color, Culturally Responsive Teaching, and Student Outcomes: Experimental Evidence from the Random Assignment of Teachers to Classes. EdWorkingPaper No. 21-501.
D Blazar
Annenberg Institute for School Reform at Brown University, 2021
Teacher and teaching effects on students' academic behaviors and mindsets
D Blazar, MA Kraft
Mathematica Policy Research Reports, 2015
Teaching to support students with diverse academic needs
D Blazar, C Archer
Educational Researcher 49 (5), 297-311, 2020
Curriculum reform in the Common Core era: Evaluating elementary math textbooks across six US states
D Blazar, B Heller, TJ Kane, M Polikoff, DO Staiger, S Carrell, ...
Journal of Policy Analysis and Management 39 (4), 966-1019, 2020
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