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1. When low-SES students perform better-than-expected on a standardized test: The role of teacher professional development.

   Fischer, C. (January 2015, American Educational Research Association)

   This paper describes a study using a quasi-experimental design to examine teachers’ preparations in low-income schools for a revised version of the AP Biology and AP Chemistry examinations, and explores variables associated with student scores on the AP science examinations that are better than would be predicted based on their PSAT scores. Considering the frequently-measured achievement gap on high-stakes examinations, identifying “what works” to raise student performance of at-risk students is an urgent area for research. The analyses indicate that (a) districts per-student funding allocations, (b) teachers’ knowledge and experience, and (c) teachers’ participation in professional development activities with a responsive agenda and effective support for teaching the redesigned AP science course are significantly associated with higher students’ average performance on the AP science exams than would be predicted. 

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2. Leveraging Mathematics Teacher Leaders in Support of Student and Teacher Learning

   https://doi.org/10.1080/19477503.2022.2140989  

   Rigelman, Nicole; Lewis, Chandra (January 2023, Investigations in Mathematics Learning)
3. How do mathematics teachers describe teacher leadership and teacher leaders’ responsibilities?

   Aqazade, M; Ekmekci, A (April 2024, The 2024 Annual Meeting of American Educational Research Association.)
4. Investigating Teacher Data Needs In Terms of Teacher Immediacy and Nonverbal Behaviors

   Xhakaj, Franceska; Ogan, Amy; Lee, Na Young; Ulberg, Erik; Luo, Amy; Lee, Seoyoung; Hu, Katrina (January 2021, Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021)

   null (Ed.)
5. The Principal-Teacher Churn: Understanding the Relationship Between Leadership Turnover and Teacher Attrition

   https://doi.org/10.1177/0013161X211051974  

   DeMatthews, David E.; Knight, David S.; Shin, Jinseok (January 2021, Educational Administration Quarterly)

   Purpose: Principals are critical to school improvement and play a vital role in creating inclusive and high-performing schools. Yet, approximately one in five principals leave their school each year, and turnover is higher in schools that serve low-income students of color. Relatedly, high rates of teacher turnover exacerbate challenges associated with unstable learning environments. Our study examines the extent to which principal turnover influences teacher turnover. We build on past work by exploring how the relationship between teacher and principal turnover differs in urban, high-poverty settings and by examining the effects of chronic principal turnover. Research Methods/Approach: We draw on a student- and employee-level statewide longitudinal dataset from Texas that includes all public K-12 schools from school years 1999–2000 to 2016–17. We estimate teacher-level models with school fixed effects, allowing us to compare teacher turnover in schools leading up to and immediately following a principal exit, to otherwise similar schools that do not experience principal turnover. Findings: Teacher turnover spikes in schools experiencing leadership turnover, and these effects are greater among high-poverty and urban schools, in schools with low average teacher experience, and in schools experiencing chronic principal turnover. Implications: Improving leadership stability, especially in urban schools experiencing chronic principal turnover may be an effective approach to reducing teacher turnover. Principal and teacher turnover and their relationship with each other requires further investigation. The field would benefit from qualitative research that can provide important insights into the individual decisions and organizational processes that contribute to principal turnover. 

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