Johanna Barmore

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Johanna Barmore

Harvard Graduate School of Education

Verified email at mail.harvard.edu


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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	68	2016
How much does facilitation matter? Comparing externally and participant-facilitated, MQI-based video clubs R Mitchell, M Beisiegel, J Barmore Mathematics Education Research Journal, 1-24, 2020	4	2020
Pre-Service Teacher education: Connecting teaching principles to teaching practice J Barmore Harvard University, 2017	3	2017
Journey from data into instruction: How teacher teams engage in data-driven inquiry JM Barmore Harvard University, 2018	2	2018
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
Mathematics for a new century-how the TERC elementary curriculum frames mathematical thinking JM Barmore	1	2009
Pre-service Teacher Education: Past Challenges and Changing Demands J Barmore HGSE Student Research Conference 2014, 2014		2014
Mathematics Teaching Fellowship Mathematics Teacher Preparation for the 21 st Century JM Barmore

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