coe-staff: Reminder: Colloquium - David Blazar, Clinical Trials Methodology Tenure Track Faculty Candidate

[Denise E McKenney]

Reminder: Colloquium today, Monday, Jan 23rd.  See below for more information. Hope to see you there!

******************************************************************************************************************

Please join us for a colloquium presented by the final candidate for the College of Education Clinical Trials Methodology tenure-track faculty position.

David Blazar

Improving Teacher and Teaching Quality: Experimental Evidence on the Effect of Teacher Coaching

Colloquium and Q&A
Monday, January 23, 2017 - 12:00 PM - 1:30 PM
HEDCO 230T
Lunch provided at 11:45 AM

Providing high-quality professional development to employees is among the most important and longstanding challenges faced by education organizations. Previous research has shown that one-on-one teacher coaching can improve teachers' classroom practice and student achievement, particularly in early-elementary literacy. I extend this work by experimentally evaluating the effect of a coaching model focused on classroom management skills and instructional practices that are common across grade levels and subject areas. I also explore how changes in the coaching model across two cohorts are related to program effects. Findings indicate large positive effects in Cohort 1 but no effects in Cohort 2. After ruling out explanations related to the research design, a set of exploratory analyses suggests that differential treatment effects may be attributable to differences in coach effectiveness, coaching dosage, and the focus of coaching across cohorts. These findings demonstrate continued promise of teacher coaching as a development tool for teachers while also illustrating several likely implementation challenges when taking coaching programs to scale.

David Blazar is a postdoctoral research fellow at the Harvard Graduate School of Education and the Center for Education Policy Research. He received his doctorate from Harvard in 2016 in quantitative policy analysis in education, with a disciplinary focus in economics. His research and teaching interests include the economics of education, applied quantitative research methods, and education policy analysis. His work in this area has been published in American Educational Research Journal, Economics of Education Review, Educational Evaluation and Policy Analysis, Educational Researcher, and other journals. In 2015, he was a summer fellow with Mathematica Policy Research, where he conducted research for his dissertation on the relationship between teachers, teaching, and student outcomes beyond test scores. He was named an emerging education policy scholar by the Thomas B. Fordham Institute. Previously, he taught high-school English Language Arts in New York City. He holds an Ed.M. in policy and management from the Harvard Graduate School of Education and a B.A. in history and literature from Harvard College.

-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://lists-prod.uoregon.edu/pipermail/coe-staff/attachments/20170123/d642fcb3/attachment.html>