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D-Index & Metrics

Social Sciences and Humanities

D-Index
48
Citations
24900
World Ranking
3032
National Ranking
1466

Research.com Recognitions

  • 2016 - Fellow of the American Educational Research Association

Overview

Heather C. Hill is affiliated with Harvard University in the United States and has a substantial body of work primarily in the social sciences. Their research is concentrated in education and related subfields, including developmental and educational psychology, information systems and management, sociology and political science, as well as some work relating to general agricultural and biological sciences.

The main areas of study for Hill include teacher education and leadership studies, mathematics education and teaching techniques, online and blended learning, educational assessment and improvement, collaborative teaching and inclusion, innovative teaching and learning methods, and various diverse educational innovation studies.

Frequent coauthors who have collaborated with Hill include Dorottya Demszky, Zid Mancenido, Jing Liu, Chris Piech, and Dan Jurafsky.

Hill has contributed to several prominent publication venues, with multiple articles appearing in venues such as AEA Randomized Controlled Trials, Brown Digital Repository, arXiv (Cornell University), Educational Researcher, and the Journal of Research on Educational Effectiveness.

Their recent publications include:

  • Can Automated Feedback Improve Teachers' Uptake of Student Ideas? Evidence From a Randomized Controlled Trial in a Large-Scale Online Course, 2023, Educational Evaluation and Policy Analysis
  • Professional development that improves STEM outcomes, 2020, Phi Delta Kappan
  • Automated feedback improves teachers' questioning quality in brick-and-mortar classrooms: Opportunities for further enhancement, 2024, Computers & Education
  • Effectiveness Research for Teacher Education, 2024, Educational Researcher
  • A Comparative Test of Creative Thinking in Preschool Children and Dolphins, 2022, Animal Behavior and Cognition

Hill was recognized as a Fellow of the American Educational Research Association in 2016.

Best Publications

  • Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement:

    Heather C. Hill;Brian Rowan;Deborah Loewenberg Ball

  • Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students

    Heather C. Hill;Deborah Loewenberg Ball;Stephen G. Schilling

  • Knowing Mathematics for Teaching Who Knows Mathematics Well Enough To Teach Third Grade, and How Can We Decide?

    Deborah Loewenberg Ball;Heather C. Hill;Hyman Bass

  • Developing Measures of Teachers’ Mathematics Knowledge for Teaching

    Heather C. Hill;Stephen G. Schilling;Deborah Loewenberg Ball

  • Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study

    Heather C. Hill;Merrie L. Blunk;Charalambos Y. Charalambous;Jennifer M. Lewis

  • Learning Policy: When State Education Reform Works

    David K. Cohen;Heather C. Hill

  • Instructional Policy and Classroom Performance: The Mathematics Reform in California

    David K. Cohen;Heather C. Hill

  • Learning Mathematics for Teaching: Results from California's Mathematics Professional Development Institutes

    Heather C. Hill;Deborah Loewenberg Ball

  • Professional Development Research Consensus, Crossroads, and Challenges

    Heather C. Hill;Mary Beisiegel;Robin T. Jacob

  • When Rater Reliability Is Not Enough Teacher Observation Systems and a Case for the Generalizability Study

    Heather C. Hill;Charalambos Y. Charalambous;Matthew A. Kraft

  • A Validity Argument Approach to Evaluating Teacher Value-Added Scores

    Heather C. Hill;Laura Kapitula;Kristin Umland

  • Fixing Teacher Professional Development.

    Heather C. Hill

  • Policy Is Not Enough: Language and the Interpretation of State Standards:

    Heather C Hill

  • Understanding Implementation: Street‐Level Bureaucrats' Resources for Reform

    Heather C. Hill

  • Learning from Teacher Observations: Challenges and Opportunities Posed by New Teacher Evaluation Systems.

    Heather C. Hill;Pam Grossman

  • The Curious — and Crucial — Case of Mathematical Knowledge for Teaching:

    Heather C. Hill;Deborah Loewenberg Ball

  • State Policy and Classroom Performance: Mathematics Reform in California

    David K Cohen;Heather C Hill

  • Mathematical Knowledge of Middle School Teachers: Implications for the No Child Left Behind Policy Initiative

    Heather C. Hill

  • Learning in the Teaching Workforce

    Heather C. Hill

  • The Nature and Predictors of Elementary Teachers' Mathematical Knowledge for Teaching

    Heather C. Hill

Frequent Co-Authors

Deborah Loewenberg Ball
Deborah Loewenberg Ball University of Michigan–Ann Arbor
William R. Penuel
William R. Penuel University of Colorado Boulder
Brian Rowan
Brian Rowan University of Michigan–Ann Arbor
John Engberg
John Engberg RAND Corporation
Laura S. Hamilton
Laura S. Hamilton RAND Corporation
Daniel F. McCaffrey
Daniel F. McCaffrey Educational Testing Service
Cynthia E. Coburn
Cynthia E. Coburn Northwestern University
Pam Grossman
Pam Grossman University of Pennsylvania
Douglas O. Staiger
Douglas O. Staiger Dartmouth College
James P. Spillane
James P. Spillane Northwestern University

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