We conducted a 14-week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 120 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the 2 tutoring conditions and a…

Teachers spend most of their time in school in classrooms, and their instruction and teaching practices may be affected by classroom context such as class size. We examine whether teacher effects interact with classroom context such as class size. Specifically, we seek to determine whether teacher effects are more pronounced in small classes than…

This paper argues that Educational Effectiveness Research (EER) should establish closer links with research on teacher professional development. A dynamic integrated approach (DIA) to teacher professional development is proposed. The methods and results of a study comparing the impact of the DIA and the Holistic Approach (HA) to teacher…