| Teacher quality and quality teaching: Examining the relationship of a teacher assessment to practice HC Hill, K Umland, E Litke, LR Kapitula American Journal of Education 118 (4), 489-519, 2012 | 191 | 2012 |
| Validating arguments for observational instruments: Attending to multiple sources of variation HC Hill, CY Charalambous, D Blazar, D McGinn, MA Kraft, M Beisiegel, ... Educational Assessment 17 (2-3), 88-106, 2012 | 83 | 2012 |
| What does it mean to be ranked a “high” or “low” value-added teacher? Observing differences in instructional quality across districts D Blazar, E Litke, J Barmore American Educational Research Journal 53 (2), 324-359, 2016 | 79 | 2016 |
| Middle school math acceleration and equitable access to eighth-grade algebra: Evidence from the Wake County Public School System SM Dougherty, JS Goodman, DV Hill, EG Litke, LC Page Educational Evaluation and Policy Analysis 37 (1_suppl), 80S-101S, 2015 | 79 | 2015 |
| Objective course placement and college readiness: Evidence from targeted middle school math acceleration SM Dougherty, JS Goodman, DV Hill, EG Litke, LC Page Economics of Education Review 58, 141-161, 2017 | 75 | 2017 |
| Studying instructional quality by using a content-specific lens: the case of the Mathematical Quality of Instruction framework CY Charalambous, E Litke Zdm 50, 445-460, 2018 | 48 | 2018 |
| A culturally responsive disposition: How professional learning and teachers’ beliefs about and self-efficacy for culturally responsive teaching relate to instruction M Comstock, E Litke, KL Hill, LM Desimone AERA Open 9, 23328584221140092, 2023 | 35 | 2023 |
| Learning lessons from instruction: Descriptive results from an observational study of urban elementary classrooms HC Hill, E Litke, K Lynch Teachers College Record 120 (12), 1-46, 2018 | 28 | 2018 |
| Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality E Litke, M Boston, TA Walkowiak Studies in Educational Evaluation 68, 100956, 2021 | 25 | 2021 |
| The state of the gate: A description of instructional practice in algebra in five urban districts EG Litke | 25* | 2015 |
| The nature and quality of algebra instruction: Using a content-focused observation tool as a lens for understanding and improving instructional practice E Litke Cognition and Instruction 38 (1), 57-86, 2020 | 21 | 2020 |
| Instructional practice in algebra: Building from existing practices to inform an incremental improvement approach E Litke Teaching and Teacher Education 91, 103030, 2020 | 18 | 2020 |
| After the bell rings: Student perceptions of after-school E Litke Teachers College Record 111 (8), 1954-1970, 2009 | 13 | 2009 |
| Exploring central tendencies: The teaching of data and statistics in elementary mathematics classrooms E Litke, HC Hill The Elementary School Journal 120 (3), 480-506, 2020 | 7 | 2020 |
| Early math coursework and college readiness: Evidence from targeted middle school math acceleration S Dougherty, J Goodman, D Hill, E Litke, LC Page HKS Working Paper, 2015 | 7 | 2015 |
| Typologizing Teacher Practice: How Teachers Integrate Culturally Responsive, Ambitious, and Traditional Teaching Approaches. EdWorkingPaper No. 22-506. M Comstock, KA Shores, C Polanco, E Litke, KL Hill, LM Desimone Annenberg Institute for School Reform at Brown University, 2022 | 2 | 2022 |
| Updating Algebra for All?: Evidence of a Middle-Grades Math Acceleration Policy. SM Dougherty, J Goodman, D Hill, E Litke, L Page Society for Research on Educational Effectiveness, 2014 | 2 | 2014 |
| Examining high and low value-added mathematics instruction: Can expert observers tell the difference HC Hill, D Blazar, A Humez, E Litke, M Beisiegel, J Barmore, M Chin, ... | 2 | 2013 |
| Inside the black box of classroom practice: Change without reform in American education E Litke Harvard Educational Review 83 (3), 534, 2013 | 2 | 2013 |
| Unraveling high-quality mathematics teaching in algebra: insights from overlaying domain-specific and content-specific observation instruments E Litke, A Candela, M Boston, L Dietiker ZDM–Mathematics Education, 1-17, 2024 | 1 | 2024 |
Heather C. HillHarvard Graduate School of Education & Annenberg Institute at BrownVerified email at gse.harvard.edu
