Identifying Effective Classroom Practices Using Student Achievement Data
结合课堂观察数据与教师提升学生成绩的测量指标，研究发现某些教学实践对学生成绩增长的预测力更强，为教师发展和评估系统设计提供依据。
Research continues to find large differences in student achievement gains across teachers' classrooms. The variability in teacher effectiveness raises the stakes on identifying effective teachers and teaching practices. This paper combines data from classroom observations of teaching practices and measures of teachers' ability to improve student achievement as one contribution to these questions. We find that observation measures of teaching effectiveness are substantively related to student achievement growth and that some observed teaching practices predict achievement more than other practices. Our results provide information for both individual teacher development efforts, and the design of teacher evaluation systems.