Rachel Garrett’s research while affiliated with American Institutes for Research and other places

What is this page?


This page lists works of an author who doesn't have a ResearchGate profile or hasn't added the works to their profile yet. It is automatically generated from public (personal) data to further our legitimate goal of comprehensive and accurate scientific recordkeeping. If you are this author and want this page removed, please let us know.

Publications (1)


How Responsive Is a Teacher’s Classroom Practice to Intervention? A Meta-Analysis of Randomized Field Studies
  • Article

March 2019

·

76 Reads

·

37 Citations

Review of Research in Education

Rachel Garrett

·

Martyna Citkowicz

·

While teacher effectiveness has been a particular focus of federal education policy, and districts allocate significant resources toward professional development for teachers, these efforts are guided by an unexplored assumption that classroom practice can be improved through intervention. Yet even assuming classroom practice is responsive, little information is available to inform stakeholder expectations about how much classroom practice may change through intervention, or whether particular aspects of classroom practice are more amenable to improvement. Moreover, a growing body of rigorous research evaluating programs with a focus on improving classroom practice provides a new opportunity to explore factors associated with changes in classroom practice, such as intervention, study sample, or contextual features. This study examines the question of responsiveness by conducting a meta-analysis of randomized experiments of interventions directed at classroom practice. Our empirical findings indicate that multiple dimensions of classroom practice improve meaningfully through classroom practice-directed intervention, on average, but also find substantial heterogeneity in the effects. Implications for practice and research are discussed.

Citations (1)


... There can be different interpretations for the ineffectiveness of mathematics teacher professional development. One such interpretation is that professional development under experimental conditions in small groups can be effective, but it tends to be less effective when scaled up to large group settings (Garrett et al., 2019). Although there has been a high emphasis on mathematics teachers' professional development to predict student achievement (Hill & Papay, 2022), there is no consensus on the effect of professional development on students' mathematics achievement (Sims & Fletcher-Wood, 2021). ...

Reference:

Relationship of teacher-related factors and students’ mathematics achievement in TIMSS 2019 in the United States
How Responsive Is a Teacher’s Classroom Practice to Intervention? A Meta-Analysis of Randomized Field Studies
  • Citing Article
  • March 2019

Review of Research in Education