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D-Index & Metrics

Social Sciences and Humanities

D-Index
40
Citations
29430
World Ranking
5160
National Ranking
2428

Research.com Recognitions

  • 2019 - Fellow of the American Educational Research Association

Overview

Laura M. Desimone is affiliated with the University of Delaware in the United States. Their research primarily spans the fields of Social Sciences and Decision Sciences, with a focus on Education, Information Systems and Management, and Management Science and Operations Research.

The main areas of study that characterize their work include Teacher Education and Leadership Studies, Educational Assessment and Improvement, and Evaluation and Performance Assessment. Other notable topics in their research portfolio are Diverse Educational Innovations Studies, Collaborative Teaching and Inclusion, School Choice and Performance, and Critical Race Theory in Education.

Their recent publications cover a range of educational themes and have appeared in various academic journals. Selected papers include:

  • The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform (2020, AERA Open)
  • A Culturally Responsive Disposition: How Professional Learning and Teachers' Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction (2023, AERA Open)
  • Rethinking teacher PD: a focus on how to improve student learning (2023, Professional Development in Education)
  • Inside school turnaround: What drives success? (2022, Journal of Educational Change)
  • An integrative approach to professional development to support college- and career-readiness standards (2020, Education Policy Analysis Archives)

Frequent coauthors in their body of work include:

  • Kirsten Lee Hill
  • Katie Pak
  • Latrice Marianno
  • Morgan S. Polikoff
  • Meghan Comstock

Their publications are commonly found in venues such as:

  • AERA Open
  • Professional Development in Education
  • Journal of Educational Change
  • Education Policy Analysis Archives
  • Teachers College Record The Voice of Scholarship in Education

Laura M. Desimone was recognized as a Fellow of the American Educational Research Association in 2019.

Best Publications

  • What Makes Professional Development Effective? Results From a National Sample of Teachers

    Michael S. Garet;Andrew C Porter;Laura Desimone;Beatrice F Birman

  • Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

    Unknown

  • Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study

    Laura M Desimone;Andrew C. Porter;Michael S. Garet;Kwang Suk Yoon

  • Designing Professional Development That Works.

    Beatrice F. Birman;Laura Desimone;Andrew C. Porter;Michael S. Garet

  • Linking Parent Involvement With Student Achievement: Do Race and Income Matter?

    Laura Desimone

  • A Primer on Effective Professional Development

    Laura M. Desimone

  • Best practices in teacher's professional development in the United States

    Laura M. Desimone;Michael S. Garet

  • Are We Asking the Right Questions? Using Cognitive Interviews to Improve Surveys in Education Research

    Laura M. Desimone;Kerstin Carlson Le Floch

  • How Can Comprehensive School Reform Models Be Successfully Implemented

    Laura Desimone

  • Instructional Coaching as High-Quality Professional Development.

    Laura M. Desimone;Katie Pak

  • Does Professional Development Change Teaching Practice? Results from a Three-Year Study.

    Andrew C. Porter;Michael S. Garet;Laura Desimone;Kwang Suk Yoon

  • Designing Effective Professional Development: Lessons from the Eisenhower Program [and] Technical Appendices.

    Michael S. Garet;Beatrice F. Birman;Andrew C. Porter;Laura Desimone

  • Are teachers who need sustained, content-focused professional development getting it? An Administrator's dilemma

    Laura M. Desimone;Thomas M. Smith;Koji Ueno

  • Professional Development in the Accountability Context: Building Capacity to Achieve Standards

    Eric D. Hochberg;Laura M. Desimone

  • Formal and Informal Mentoring: Complementary, Compensatory, or Consistent?

    Laura M. Desimone;Eric D. Hochberg;Andrew C. Porter;Morgan S. Polikoff

  • “Highly Qualified” to Do What? The Relationship Between NCLB Teacher Quality Mandates and the Use of Reform-Oriented Instruction in Middle School Mathematics:

    Thomas M. Smith;Laura M. Desimone;Koji Ueno

  • Linking Student Achievement Growth to Professional Development Participation and Changes in Instruction: A Longitudinal Study of Elementary Students and Teachers in Title I Schools.

    Laura Desimone;Thomas M. Smith;Kristie J. R. Phillips

  • Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap between Black and White and High- and Low-SES Students in the Early Grades?.

    Laura M. Desimone;Daniel Long

  • Providing Effective Professional Development: Lessons from the Eisenhower Program.

    Andrew C. Porter;Michael S. Garet;Laura M. Desimone;Beatrice F. Birman

  • How Do District Management and Implementation Strategies Relate to the Quality of the Professional Development That Districts Provide to Teachers

    Laura Desimone;Andrew C. Porter;Beatrice F. Birman;Michael S. Garet

  • Survey Measures of Classroom Instruction: Comparing Student and Teacher Reports

    Laura M. Desimone;Thomas M. Smith;David E. Frisvold

Frequent Co-Authors

Andrew C. Porter
Andrew C. Porter University of Pennsylvania
Christopher C. Henrich
Christopher C. Henrich University of Alabama at Birmingham
David P. Baker
David P. Baker Pennsylvania State University

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