| The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence MA Kraft, D Blazar, D Hogan Review of educational research 88 (4), 547-588, 2018 | 1658 | 2018 |
| How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement SM Johnson, MA Kraft, JP Papay Teachers college record 114 (10), 1-39, 2012 | 1647 | 2012 |
| Interpreting effect sizes of education interventions MA Kraft Educational researcher 49 (4), 241-253, 2020 | 1242 | 2020 |
| Teacher and teaching effects on students’ attitudes and behaviors D Blazar, MA Kraft Educational evaluation and policy analysis 39 (1), 146-170, 2017 | 1063 | 2017 |
| Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience MA Kraft, JP Papay Educational evaluation and policy analysis 36 (4), 476-500, 2014 | 783 | 2014 |
| School organizational contexts, teacher turnover, and student achievement: Evidence from panel data MA Kraft, WH Marinell, D Shen-Wei Yee American Educational Research Journal 53 (5), 1411-1449, 2016 | 724 | 2016 |
| Promise and paradox: Measuring students’ non-cognitive skills and the impact of schooling MR West, MA Kraft, AS Finn, RE Martin, AL Duckworth, CFO Gabrieli, ... Educational evaluation and policy analysis 38 (1), 148-170, 2016 | 634 | 2016 |
| Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement JP Papay, MA Kraft Journal of Public Economics 130, 105-119, 2015 | 582 | 2015 |
| When rater reliability is not enough: Teacher observation systems and a case for the generalizability study HC Hill, CY Charalambous, MA Kraft Educational Researcher 41 (2), 56-64, 2012 | 539 | 2012 |
| Sustaining a sense of success: The protective role of teacher working conditions during the COVID-19 pandemic MA Kraft, NS Simon, MA Lyon Journal of Research on Educational Effectiveness 14 (4), 727-769, 2021 | 451* | 2021 |
| The underutilized potential of teacher-to-parent communication: Evidence from a field experiment MA Kraft, T Rogers Economics of Education Review 47, 49-63, 2015 | 423 | 2015 |
| The effect of teacher–family communication on student engagement: Evidence from a randomized field experiment MA Kraft, SM Dougherty Journal of Research on Educational Effectiveness 6 (3), 199-222, 2013 | 410 | 2013 |
| Can principals promote teacher development as evaluators? A case study of principals’ views and experiences MA Kraft, AF Gilmour Educational administration quarterly 52 (5), 711-753, 2016 | 402 | 2016 |
| Revisiting The Widget Effect: Teacher Evaluation Reforms and the Distribution of Teacher Effectiveness MA Kraft, AF Gilmour Educational researcher 46 (5), 234-249, 2017 | 382 | 2017 |
| Teacher effects on complex cognitive skills and social-emotional competencies MA Kraft Journal of Human Resources 54 (1), 1-36, 2019 | 311* | 2019 |
| Educating amid uncertainty: The organizational supports teachers need to serve students in high-poverty, urban schools MA Kraft, JP Papay, SM Johnson, M Charner-Laird, M Ng, S Reinhorn Educational Administration Quarterly 51 (5), 753-790, 2015 | 276* | 2015 |
| Cognitive skills, student achievement tests, and schools AS Finn, MA Kraft, MR West, JA Leonard, CE Bish, RE Martin, ... Psychological science 25 (3), 736-744, 2014 | 199 | 2014 |
| Individualized coaching to improve teacher practice across grades and subjects: New experimental evidence MA Kraft, D Blazar Educational Policy 31 (7), 1033-1068, 2017 | 172* | 2017 |
| Teacher accountability reforms and the supply and quality of new teachers MA Kraft, EJ Brunner, SM Dougherty, DJ Schwegman Journal of Public Economics 188, 104212, 2020 | 170* | 2020 |
| Exploring mechanisms of effective teacher coaching: A tale of two cohorts from a randomized experiment D Blazar, MA Kraft Educational evaluation and policy analysis 37 (4), 542-566, 2015 | 160 | 2015 |
John PapayAssistant Professor of Education and Economics, Brown UniversityEmail verificata su brown.edu
