Research

Since 2014, the EdHub Library has offered K-12 educators more than 500 self-paced learning activities focused on teaching practices, classroom strategies, and simulations. But with so many options, how can

This article examines the benefits of classroom observation training and how extended reality (XR) technologies can enhance the authenticity of these tasks.

This study explores how principals’ feedback during teacher evaluations can influence teachers’ instructional practices.

This study examines the validity and reliability of the NEE Student Survey. It aims to answer whether students can distinguish among multiple dimensions of teaching to understand whether the ratings measured by the survey capture the dimensions of teacher effectiveness that are intended.

This study aimed to visualize self-regulated learning (SRL) events and actions performed by users during important periods of the school year and the COVID-19 pandemic using an online teacher professional development platform.

The purpose of the study is to evaluate and improve access to online resources within EdHub by analyzing user and server web analytics requests.

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

CAEP accreditation requires valid and reliable measures of program impact. We discuss how educator preparation programs can use NEE data to meet CAEP Standard 4.2.

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.

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

In this webinar, the NEE Research team discussed practical findings for your school district from our research analyses on classroom observations and student surveys. Participants learned about findings on leniency, bias, and accuracy in classroom observations. We also discussed practical implications of the NEE Student Survey. Finally, led a conversation on the need for more robust inclusion of social emotional learning indicators within evaluation practices.

The presentation focused on using NEE data to address CAEP Standard 4.2, which states: Indicators of Teaching Effectiveness requires the following: The provider demonstrates, through structured and validated observation instruments, that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve. In this presentation, we share how the University of Missouri's educator preparation program successfully used NEE data to address this CAEP requirement.

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

NEE’s Director of Operations and Member Services Kurtis Jensen recently completed his dissertation research examining whether principals’ personal relationships with teachers affect teachers’ classroom observations scores. Using data from the

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.

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

What do teachers think about their evaluations? That was the question Dr. Keith White, principal at Buffalo High School in Buffalo, Mo., sought to answer through his dissertation research, which he recently shared with the Network for Educator Effectiveness.

Is the structure of the NEE scoring rubric comparable across various teaching episodes and teaching practices? And do the NEE scoring rubrics function as intended across various teaching episodes and teaching practices?