Complexity and scale in teaching effectiveness research: Reflections from the MET Study von Jensen, Bryant, LeBaron Wallace, Tanner, Steinberg, Matthew P., Gabriel, Rachael E., Dietiker, Leslie, Davis, Dennis S., Kelcey, Benjamin, Covay Minor, Elizabeth, Halpin, Peter, Rui, Ning

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Insights on how to shape teacher learning policy: The role of teacher content knowledge in explaining differential effects of professional development von Covay Minor, Elizabeth, Desimone, Laura, Caines Lee, Jade, Hochberg, Eric D.

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Racial Differences in Teacher Perception of Student Ability von Minor, Elizabeth Covay

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A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools von Covay Minor, Elizabeth, Porter, Andrew C., Murphy, Joseph, Goldring, Ellen B., Cravens, Xiu, Elloitt, Stephen N.

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External Contextual Factors and Teacher Turnover: The Case of Michigan High Schools von Minor, Elizabeth Covay, Saw, Guan K, Frank, Kenneth A, Schneider, Barbara, Torphy, Kaitlin T

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Racial Differences in Mathematics Test Scores for Advanced Mathematics Students von Minor, Elizabeth Covay

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A New Look at the Opportunity-to-Learn Gap across Race and Income von Minor, Elizabeth Covay, Desimone, Laura M., Spencer, Kailey, Phillips, Kristie J. R.

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A test-retest analysis of the Vanderbilt Assessment for Leadership in Education in the USA von Minor, Elizabeth Covay, Porter, Andrew C., Murphy, Joseph, Goldring, Ellen, Elliott, Stephen N.

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Erratum to: A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools von Covay Minor, Elizabeth, Porter, Andrew C., Murphy, Joseph, Goldring, Ellen B., Cravens, Xiu, Elliott, Stephen N.

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