Smith, T., Neergard, L., Hochberg, E., & Desimone, L. (in press). Organizational effects on teacher quality. Teachers College Record.
Desimone, L.M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory Into Practice, 56(1), 3-12.
Desimone, L., & Hill, K. (2017). Inside the black box: Examining mediators and moderators of a middle school science intervention. Educational Evaluation and Policy Analysis, 39(3), 511-536.
Covay Minor, E., Desimone, L.M., Caines, J., & Hochberg, E. (2016). Insights on how to shape teacher learning policy: The role of teacher content knowledge in explaining differential effects of professional development. Education Policy Analysis Archives, 24(38).
Desimone, L., McMaken, J., & Hochberg, E. (2016). Teacher knowledge and instruction in beginning teaching: How do they grow and how are they linked? Teachers College Record, 118(5), 1-54.
Desimone, L., Wolford, T., & Hill, K. (October-December 2016). Research-practice: A practical conceptual framework. AERA Open, 2(4), 1-14.
Desimone, L.M., & Garet, M.S. (2015). Best practices in teacher’s professional development in the United States. Psychology, Society, & Education, 7(3), 252-263.
Invited manuscript to appear in special issue of Psychology, Society, and Education, an international, peer-reviewed open access journal published by the Association for the Advancement of Psychology and Education (AAPE). One author from each of five countries (Australia, Finland, Hong Kong, Singapore, and the U.S.) was invited to contribute to a special issue on Teacher Learning and Professional Development; Dr. Desimone was asked to represent the United States.
Covay, E., Desimone, L., Phillips, K., & Spencer, K. (2015). A new look at the opportunity to learn gap across race and income. American Journal of Education, 12(2).
Polikoff, M.S., Desimone, L.M., Hochberg, E.D., & Porter, A.C. (2015). Mentor policy and the quality of mentoring. Elementary School Journal, 116(1), 76-102.
Bowden, J., & Desimone, L.M. (2014). More work, less play: The changing nature of kindergarten. Teachers College Record.
Desimone, L., Hochberg, E., Polikoff, M., Porter, A., Schwartz, R., & Johnson, L. (2014). Formal and informal mentoring: Compensatory, complementary, or consistent? Journal of Teacher Education, 65(2), 88-110.
This article won the Distinguished Research in Teacher Education Award from the Association of Teacher Educators.
Desimone, L. (2013). Teacher and administrator responses to standards-based reform. Teachers College Record, 115(8), 1-53.
Desimone, L., Smith, T., & Phillips, K. (2013). Linking student achievement growth to professional development participation and changes in instruction: A longitudinal study of elementary students and teachers in Title I schools. Teachers College Record, 115(5), 1-46.
Rowley, K., Desimone, L., & Smith, T. (2011). Teacher participation in content-focused professional development and the role of state policy. Teachers College Record, 113(1), 2011.
Desimone, L. (2002). Toward a more refined theory of school effects: A study of the relationship between professional community and mathematics teaching in early elementary school. In C. Miskel, & W. Hoy (eds.). Research and Theory in Educational Administration. Greenwich, CT: Information Age Publishing.
Hochberg, E., & Desimone, L. (2010). Professional development in the accountability context: Building capacity to achieve standards. Educational Psychologist, 45(2), 89-106.
Desimone, L. & Long, D. (2010). Teacher effects and the achievement gap: Do teacher and teaching quality influence the achievement gap between Black and White and high- and low-SES students in the early grades? Teachers College Record, 112(12), 3024-3073.
Desimone, L.M., Long, D., & Fang, M. (2010). Does conceptual instruction and time spent on mathematics decrease the student achievement gap in early elementary school? Findings from the Early Childhood Longitudinal Study (ECLS). Teachers College Record, 112(12).
Desimone, L., Smith, T., & Frisvold, D. (2010). Survey measures of classroom instruction: Comparing student and teacher reports. Educational Policy, 24(2).
Desimone, L. (2009). Complementary methods for policy research. In D. Plank, G. Sykes, & B. Schneider, (eds.). AERA Handbook on Education Policy Research, section on Conducting Policy Research: Methodological Approaches. Washington, DC: American Educational Research Association.
Desimone, L. (2009). How can we best measure teachers’ professional development and its effects on teachers and students? Educational Researcher, 38(3), 181-199.
Desimone, L. (2008). Whole-school change. In M. Shinn & H. Yoshikawa (eds.). Toward Positive Youth Development: Transforming Schools and Community Programs. New York: Oxford University Press.
Desimone, L., Smith, T., & Frisvold, D. (2007). Has NCLB improved teacher and teaching quality for disadvantaged students? In A. Gamoran (ed.). Standards-Based Reform and the Poverty Gap. Washington D.C.: Brookings Institution.
Smith, T.M., Desimone, L.M., Zeidner, T., Dunn, A.C., Bhatt, M., & Rumyantseva, N.L. (2007). Inquiry-oriented instruction in science: Who teaches that way? Educational Evaluation and Policy Analysis, 9(29), 169-199.
Desimone, L.M., Smith, T.S., & Rowley, K. (2007). Does policy influence mathematics and science teachers’ participation in professional development? Teachers College Record, 109(5), 1086-1122.
Desimone, L., Smith, T., & Ueno, K. (2006). Are teachers who need sustained, content-focused professional development getting it? An administrator’s dilemma. Educational Administration Quarterly, 42(2), 179-215.
Desimone, L. (2006). Consider the source: Response differences among teachers, principals and districts on survey questions about their education policy environment. Educational Policy, 20(4), 640-676.
Desimone, L. (2006). Professional development and standards-based reform. In K. Borman (ed.). The Praeger Handbook of the American High School: An Encyclopedia. Westport, CT: Praeger Publishing Company.
Desimone, L., Smith, T., Baker, D., & Ueno, K. (2005). The distribution of teaching quality in mathematics: Assessing barriers to the reform of United States mathematics instruction from an international perspective. American Educational Research Journal, 42(3), 501-535.
Smith, T., Desimone, L., & Ueno, K. (2005). “Highly qualified" to do what? The relationship between NCLB teacher quality mandates and the use of reform-oriented instruction in middle school mathematics. Educational Evaluation and Policy Analysis, 27(1), 75-109.
Desimone, L.M., Smith, T.S., Hayes, S., & Frisvold, D. (2005). Beyond accountability and average math scores: Relating multiple state education policy attributes to changes in student achievement in procedural knowledge, conceptual understanding and problem solving in mathematics. Educational Measurement: Issues and Practice, 24(4), 5-18.
Desimone, L. (2004). School and program evaluation. In J. Guthrie (ed.). Encyclopedia of Education, 2nd Edition. New York: Macmillan, 2030-2034.
Desimone, L., & LeFloch, K. (2004). Are we asking the right questions? Using cognitive interviews to improve surveys in education research. Educational Evaluation and Policy Analysis, 26(1), 1-22.
Desimone, L., Payne, B., Federovicious, N., Henrich, C., & Finn-Stevenson, M. (2004). Comprehensive School Reform: An implementation study of preschool programs in elementary schools. The Elementary School Journal, 104(5), 387-407.
Smith, T., & Desimone, L. (2003). Do changes in patterns of participation in teachers’ professional development reflect the goals of standards-based reform? Educational Horizons, 81(3), 119-129.
Desimone, L., Birman, Porter, A., Garet, M., & Suk Yoon, K. (2003). Improving teachers’ in-service professional development in mathematics and science: The role of postsecondary institutions. Educational Policy, 17(5), 613-649.
Birman, B., Desimone, L., Garet, M., & Porter, A. (2000). Designing professional development that works. Educational Leadership, 57(8), 28-33.