Matthew A. Kraft
Matthew A. Kraft
Associate Professor of Education and Economics, Brown University
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Zitiert von
Zitiert von
How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement
SM Johnson, MA Kraft, JP Papay
Teachers College Record 114 (10), 1-39, 2012
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
Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience
MA Kraft, JP Papay
Educational evaluation and policy analysis 36 (4), 476-500, 2014
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
Promise and paradox: Measuring students’ non-cognitive skills and the impact of schooling
MR West, MA Kraft, AS Finn, RE Martin, AL Duckworth, CFO Gabrieli, ...
Educational Evaluation and Policy Analysis 38 (1), 148-170, 2016
Teacher and teaching effects on students’ attitudes and behaviors
D Blazar, MA Kraft
Educational evaluation and policy analysis 39 (1), 146-170, 2017
Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement
JP Papay, MA Kraft
Journal of Public Economics 130, 105-119, 2015
School organizational contexts, teacher turnover, and student achievement: Evidence from panel data
MA Kraft, WH Marinell, D Shen-Wei Yee
American Educational Research Journal 53 (5), 1411-1449, 2016
The underutilized potential of teacher-to-parent communication: Evidence from a field experiment
MA Kraft, T Rogers
Economics of Education Review 47, 49-63, 2015
The effect of teacher–family communication on student engagement: Evidence from a randomized field experiment
MA Kraft, SM Dougherty
Journal of Research on Educational Effectiveness 6 (3), 199-222, 2013
Revisiting The Widget Effect: Teacher Evaluation Reforms and the Distribution of Teacher Effectiveness
MA Kraft, AF Gilmour
Educational researcher 46 (5), 234-249, 2017
Can principals promote teacher development as evaluators? A case study of principals’ views and experiences
MA Kraft, AF Gilmour
Educational Administration Quarterly 52 (5), 711-753, 2016
Educating amid uncertainty: The organizational supports teachers need to serve students in high-poverty, urban schools
MA Kraft, JP Papay, SM Johnson, M Charner-Laird, M Ng, S Reinhorn
Educational Administration Quarterly 51 (5), 753-790, 2015
Cognitive skills, student achievement tests, and schools
AS Finn, MA Kraft, MR West, JA Leonard, CE Bish, RE Martin, ...
Psychological science 25 (3), 736-744, 2014
Interpreting effect sizes of education interventions
MA Kraft
Educational Researcher 49 (4), 241-253, 2020
Teacher effects on complex cognitive skills and social-emotional competencies
MA Kraft
Journal of Human Resources 54 (1), 1-36, 2019
State and local efforts to investigate the validity and reliability of scores from teacher evaluation systems
C Herlihy, E Karger, C Pollard, HC Hill, MA Kraft, M Williams, S Howard
Teachers College Record 116 (1), 1-28, 2014
Ready to lead, but how? Teachers' experiences in high-poverty urban schools
SM Johnson, SK Reinhorn, M Charner-Laird, MA Kraft, M Ng, JP Papay
Teachers College record (1970) 116 (10), 2014
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
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