Research in Washington State
2019
2017
2016
2010
A Report Prepared for The Center for Strengthening the Teaching Profession, March 2010
01/2010
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2010
A report prepared for Washington State Board of Education, June 2010.
01/2010
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2010
2009
A Report Prepared for The Center for Strengthening the Teaching Profession by Ana M. Elfers, Tom Stritikus, Kristin Percy Calaff, Kerry Soo Von Esch, Audrey Lucero, Michael S. Knapp, & Margaret L. Plecki, July 2009
01/2009
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2009
A Report Prepared for The Center for Strengthening the Teaching Profession, November 2009.
01/2009
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2009
2008
A Report Prepared for The Professional Educator Standards Board by Ana M. Elfers, Margaret L. Plecki, Elise St. John, Rebecca Wedel
01/2008
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2008
2007
A Research Report by Ana M. Elfers, Margaret L. Plecki, Michael S. Knapp, Gahram J. Yeo, and Michelle McGowan, June 2007
01/2007
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2007
An Occasional Report in collaboration with The Spencer Foundation by Chrysan Gallucci, January 2007.
01/2007
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2007
A Report prepared for the Center for Strengthening the Teaching Profession (CSTP) by Ana M. Elfers, Margaret L. Plecki and Michelle McGowan, July 2007.
01/2007
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2007
A Report prepared for the Center for Strengthening the Teaching Profession (CSTP) by Margaret L. Plecki, Ana M. Elfers, and Michael S. Knapp, January 2007.
01/2007
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2007
2006
A Research Report by Ana M. Elfers and Margaret L. Plecki, November 2006.
01/2006
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2006
A Report prepared for the Center for Strengthening the Teaching Profession (CSTP) by Hilary Loeb, Ana M. Elfers, Margaret L. Plecki, Brynnen Ford, and Michael S. Knapp, October 2006.
01/2006
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2006
2005
A Report prepared for the Center for Strengthening the Teaching Profession (CSTP) by Michael S. Knapp, Ana M. Elfers, Margaret L. Plecki, Hilary Loeb, and Amrita Zahir, August 2005.
01/2005
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2005
A Report prepared for the Center for Strengthening the Teaching Profession (CSTP) by Margaret L. Plecki, Ana M. Elfers, Hilary Loeb, Amrita Zahir, and Michael S. Knapp, March 2005.
01/2005
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2005
A Working Paper prepared for the Center for Strengthening the Teaching Profession (CSTP) by Ana M. Elfers, Michael S. Knapp, Amrita Zahir, and Margaret L. Plecki, March 2005.
01/2005
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2005
2004
A Working Paper commissioned by the Center for Strengthening the Teaching Profession (CSTP) by Ana M. Elfers, Beth Boatright, and Michael S. Knapp, with Margaret L. Plecki and Hilary Loeb, June 2004
01/2004
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2004
A Working Paper commissioned by the Center for Strengthening the Teaching Profession (CSTP) by Hilary Loeb, Ana M. Elfers, Michael S. Knapp, and Margaret L. Plecki, with Beth Boatright, May 2004.
01/2004
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2004
A Working Paper commissioned by the Center for Strengthening the Teaching Profession (CSTP) by Ana M. Elfers, Michael S. Knapp, and Margaret L. Plecki, with Beth Boatright and Hilary Loeb, April 2004.
01/2004
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2004
A Working Paper commissioned by the Center for Strengthening the Teaching Profession (CSTP) by Ana M. Elfers, Michael S. Knapp, and Margaret L. Plecki, with Beth Boatright, and Hilary Loeb, April 2004.
01/2004
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2004
A Summary Report commissioned by the Center for Strengthening the Teaching Profession (CSTP) by Michael S. Knapp, Ana M. Elfers, and Margaret L. Plecki, with Hilary Loeb, Beth Boatright, and Nick Cabot, August 2004.
01/2004
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2004
2003
An Occasional Paper by Marsha Riddle Buly and Sheila Valencia, April 2003.
01/2003
Abstract:
<p>Every year thousands of students fail state reading tests and every year policymakers and educators search for strategies to help these students succeed. In this study, we probed beneath students' failing scores on a state reading assessment to investigate the specific reading abilities that may have contributed to student performance. We found that scores on state tests mask distinctive and multifaceted problems having to do with word identification, fluency, and meaning. Our findings are a caution to policymakers and educators who may be tempted to treat the same all students who score below standard on statewide reading assessments that now proliferate the education landscape. To do so is to miss the different instructional emphases called for by the underlying skills, strategies, and needs of failing students. Such a practice not only limits individual student progress; it may lead to an oversimplification of reform efforts and evaluation. This report presents reading profiles of failing students and discusses five areas-instruction; multiple indicators; alignment among standards, assessment, and instruction; allocation of resources; and evaluating reform-as potential policy levers for improving student performance in reading.</p>
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2003
A Technical Report commissioned by the Center for Strengthening the Teaching Profession (CSTP) by Margaret Plecki, Ana Elfers, and Michael S. Knapp, August 2003
01/2003
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2003
2001
A Research Report by Pamela Grossman, Sheila Valencia, and Clarissa Thompson, June 2001
01/2001
Abstract:
<p>This analysis considers what role district policy environments play in the lives of beginning teachers. As part of a longitudinal study of teacher learning in the language arts, the authors followed 10 teachers from their final year of teacher education into their first three years of teaching. In this paper, they examined the role that policies concerning curriculum, professional development, and mentoring in two reform-active districts played in shaping the experiences and concerns of three first-year language arts teachers. The questions asked in the study locate it at the intersection of two distinct literatures—the literature on beginning teachers and the literature on the relationship of policy and practice. Whereas other studies on beginning teacher concerns have taken a psychological perspective, focusing on the individual teacher as the explanatory factor, this study employs a more sociocultural view, looking at the broader contexts in which individual teachers work. The authors found that the two districts served powerful roles as teacher educators. The tasks the districts assigned the teachers, the resources they provided, the learning environments they created, the assessments they designed and the conversations they provoked proved to be consequential for what the teachers came to learn about language arts teaching and teaching in general.</p>
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2001