Using global observation protocols to inform research on teaching effectiveness and school improvement: Strengths and emerging limitations

Sean Kelly; Robert Bringe; Esteban Aucejo; Jane Cooley Fruehwirth

ISSN 1068-2341

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.

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About The Authors

Sean Kelly
https://www.education.pitt.edu/people/profile.aspx?f=SeanKelly

University of Pittsburgh
United States

Sean Kelly is a Professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. He studies the social organization of schools, student engagement, and teacher effectiveness.

Robert Bringe
University of North Carolina-Chapel Hill
United States

Robert Bringe is a graduate student in the department of Economics as the University of North Carolina Chapel Hill. A former high school teacher, he is interested in studying policies related to teacher pay, teacher accountability and heterogeneous teacher effects

Esteban Aucejo
Arizona State University
United States

Esteban Aucejo is an Associate Professor in the W.P. Carey School of Business at Arizona State University, and a research associate at the Centre of Economic Performance. He studies economics of education, labor economics and human capital development.

Jane Cooley Fruehwirth
University of North Carolina-Chapel Hill
United States

Jane Cooley Fruehwirth is an Associate Professor of Economics at the University of North Carolina-Chapel Hill and a fellow of UNC’s Carolina Population Center. She studies teacher effectiveness, social context, educational inequality and mental health.

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