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Great thread - exemplifies why it is so hard to successfully scale promising programs in education. ⬇️ t.co/EeBYCS3OR3
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"Each academic institution needs leaders who will funnel resources into anti-racist and anti-sexist activity, including support for those who are willing to speak out about potential solutions to pressing social problems." Op-ed by Noelle Hurd and me: t.co/OYwvWhSWoj
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Yes! So thrilled to work and learn with Jessalynn. t.co/Lm5knn11Wq
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Researchers @MatthewAKraft and @david_blazar examined what 60 studies showed about the efficacy of #coaching for strengthening teachers & lifting student achievement: t.co/fxA0sniALk #educoach t.co/DSJRklQOYp
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@elizwgreen @deborah_ball @Doug_Lemov “Many tchrs understandably turned their frustration w/ accountability into an argument for its opposite. They only way to get better teaching, they argued, was to leave tchrs alone. . Yet leaving tchrs alone was exactly what US schools had done for years, w/ no great success"p311
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@elizwgreen @deborah_ball @Doug_Lemov “In no other sector in this society would we think the way to supply . . . skillful work, would be to go find people, hope they do it well, leave them on their own to figure it out. We don’t do that with nursing, and we don’t do that with surgery.” Quoting @deborah_ball p.309 9/n
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@elizwgreen @deborah_ball @Doug_Lemov "But what sounded to the economists like simple logic – try a lot of teachers, keep the best, fire the rest – sounded to Deborah [Ball] like a receipt for educational malpractice." p. 293 8/n
Matthew Kraft is an Associate Professor of Education and Economics at Brown University. His research and teaching interests include the economics of education, education policy analysis, and applied quantitative methods for causal inference. His primary work focuses on efforts to improve educator and organizational effectiveness in K–12 urban public schools. He has published on topics including teacher coaching, teacher professional growth, teacher evaluation, teacher-parent communication, teacher layoffs, social and emotional skills, school working conditions, and extended learning time. Previously, he taught 8th grade English in Oakland USD and 9th grade humanities at Berkeley High School in California. He holds a doctorate in Quantitative Policy Analysis in Education from the Harvard Graduate School of Education as well as a master's in International Comparative Education and a B.A. in International Relations from Stanford University.
Policy Writing
Social Emotional Skills >
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Teacher-Parent Communication > |
Teacher Development and Effectiveness >
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School Organizational Practices > |
Media Coverage
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The Messy Reality of Personalized LearningARTICLE | by E. Tammy Kim. July 10, 2019. |
"How Much Should I Care?"BLOG POST | by Jeff Archer. March 16, 2019. |
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Interpreting Effect Sizes in Eduation ResearchBLOG POST | by Matthew Di Carlo. March 12, 2019.
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Recent Papers
- In Search of High-Quality Evaluation Feedback: An Administrator Training Field Experiment
- Interpreting Effect Sizes of Education Interventions
- Developing Ambitious Mathematics Instruction through Web-Based Coaching: A Randomized Field Trial
- Teacher skill development: Evidence from performance ratings by principals
- Teacher Evaluation Reforms and the Supply and Quality of New Teachers
- Teacher Accountability Reforms and the Supply of New Teachers
Contact
Matthew A Kraft
Department of Education, PO Box 1938
Brown University
Providence, Rhode Island 02912 USA
Email: mkraft@brown.edu
Twitter: @MatthewAKraft
Google Scholar
CV
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