Pamela Grossman

About

Pam Grossman is an Emerita Professor at the Stanford Graduate School of Education. Her research interests include assessment, testing and measurement, professional development, and teachers and teaching. She has contributed to the field through her work on instructional improvement, classroom observation scores, and the relationship between assessment and teacher effectiveness. Grossman is recognized for her scholarly impact and has been involved in various research projects related to educational assessment and teacher development.

Research topics

• Mathematics education
• Psychology
• Pedagogy
• Sociology
• Medical education

Selected publications

• Toward a Theory of Teacher Community

  Teachers College Record The Voice of Scholarship in Education · 2001-08-01 · 737 citations

  article1st authorCorresponding

  The authors use their experience with a professional development project to propose a model of teacher community in the workplace. They describe a project that brought together 22 English and social studies teachers (and a special education and ESL teacher) from an urban high school over a period of 2 10 2 years. The teachers met twice monthly to read together in the fields of history and English and to create an interdisciplinary curriculum. This detailed account of the first 18 months of the p…

  PublisherDOI

• How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement

  Education Finance and Policy · 2006-03-01 · 454 citations

  articleOpen accessCorresponding

  We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high-poverty urban schools. Using data on students and teachers in grades 3–8, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. We ask whether teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement. Whe…

  PublisherOA PDFDOI

• Research on Pedagogical Approaches in Teacher Education

  2009-09-10 · 266 citations

  article1st authorCorresponding

  Most reports about teacher education focus more on curricular issues, such as what prospective teachers should learn, or on structural issues, such as the uses of professional development schools or the length of programs, than on issues of instruction. Neither the research literature nor the reform reports of the 1980s (Carnegie Forumon Education and the Economy, 1986; Holmes Group, 1986) had much to say about how prospective teachers should be taught.1 Yet in teacher education, attention to pe…

  PublisherDOI

• District Policy and Beginning Teachers: A Lens on Teacher Learning

  Educational Evaluation and Policy Analysis · 2004-12-01 · 123 citations

  article1st authorCorresponding

  This analysis considers the role district policy environments play in the lives of beginning teachers. As part of a larger longitudinal study of teacher learning in the language arts, the authors analyzed the experiences of three first-year teachers in two contrasting school districts. This article assesses the role of policies concerning curriculum, professional development, and mentoring in teachers’ opportunities in learning to teach language arts. The ways in which districts were organized h…

  PublisherDOI

• How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement

  National Bureau of Economic Research · 2005-12-01 · 108 citations

  reportOpen access

  We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high poverty urban schools. Using data on students and teachers in grades three through eight, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. We ask whether teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student…

  PublisherDOI

Frequent coauthors

• Hamilton Lankford

  36 shared

• Susanna Loeb

  36 shared

• James Wyckoff

  University of Virginia

  36 shared

• Donald Boyd

  36 shared

• Jan N. Hughes

  Texas A&M University

  5 shared

• Timothy A. Cavell

  University of Arkansas at Fayetteville

  4 shared

• Clarissa A. Thompson

  Kent State University

  3 shared

• Sam Wineburg

  3 shared

Similar researchers at Stanford University

• Carl Wiemanh-113
• John Mitchellh-90
• Rich Shavelsonh-82