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Supporting Research

Positive Teacher-Student Relationships May Lead to Better Teaching

Post Date: March 15th, 2022

This study examines the relationship between teaching quality and teacher-student relationships.

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Principals May Inflate Teacher Evaluation Scores to Achieve Important Goals

Post Date: August 31st, 2021

NEE researchers recently explored the motivating factors that influence principal leniency in relation to classroom observation ratings. This brief provides a summary of the research, findings, and implications.

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Design Features of Online Teacher Professional Development: A Design Case for Re-Developing the EdHub Library to Improve Usability and Alignment of Content with Teacher Standards

Post Date: June 24th, 2021

Purpose of the paper This paper examines the design case for redeveloping the EdHub professional learning library in 2017-2018. The paper analyzes the user experience with the first generation of

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2019-2020 Research Involving NEE Data

Post Date: September 29th, 2020

A summary of the publications, presentations, and key research findings completed in 2019 and 2020 involving NEE data.

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Not Just Generalizability: A Case for Multifaceted Latent Trait Models in Teacher Observation Systems

Post Date: February 6th, 2020

When classroom observations are used to evaluate teachers, how do we know that the ratings teachers are given are trustworthy? The purpose of this study was to illustrate a way to evaluate the quality of classroom observation ratings.

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Teacher evaluation: Are Principals’ Classroom Observations Accurate at the Conclusion of Training?

Post Date: October 15th, 2019

This study examines principal accuracy after one of the summer training sessions that NEE requires of all evaluators.

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