This essay serves as a reflexive account of a multifocal approach to policy analysis that employed both quantitative and qualitative methods. The quantitative study examined the relationship between principals' perceived levels of instructional influence and teachers' perceptions of their working conditions using a nationally generalizable sample.…

Several recent studies have examined the impacts of No Child Left Behind (NCLB) on school operations and student achievement. We complement that work by investigating the law's impacts on teachers' perceptions of their work environments and related job attitudes, including satisfaction and commitment to remain in teaching. Using four waves of the…

This article reports on findings based on analyses of a unique dataset collected by ACT that includes information on student achievement in a variety of subjects at the high-school level. The authors examine the relationship between teacher effect estimates derived from value-added model (VAM) specifications employing different student learning…

Background/Context: Recent research has demonstrated the potential for teacher professional development to enhance teacher learning, improve instruction, and increase student achievement. Nevertheless, research examining the relationship between state and local policies and teachers' participation in professional development is sparse. This…

Policy shapes practice, and the increasingly important realm of professional development is no exception. In order to identify effective professional development policies and strategies, a Stanford University research team examined the policy frameworks supporting high levels of professional development activity in four states. The…