| Looking in classrooms TL Good, AL Lavigne Routledge, 2017 | 7326 | 2017 |
| Exploring the intended and unintended consequences of high-stakes teacher evaluation on schools, teachers, and students AL Lavigne Teachers College Record 116 (1), 1-29, 2014 | 167 | 2014 |
| Beginning teachers who stay: Beliefs about students AL Lavigne Teaching and Teacher Education 39, 31-43, 2014 | 112 | 2014 |
| Expectation effects: Pygmalion and the initial 20 years of research TL Good, T Sterzinger Educational Research and Evaluation, 2018 | 101 | 2018 |
| Understanding district support for leader development and success in the accountability era: A review of the literature using social-cognitive theories of motivation TG Ford, AL Lavigne, AM Fiegener, S Si Review of Educational Research 90 (2), 264-307, 2020 | 88 | 2020 |
| Teacher evaluation in Illinois: School leaders’ perceptions and practices AL Lavigne, RW Chamberlain Educational Assessment, Evaluation and Accountability 29, 179-209, 2017 | 71 | 2017 |
| Teacher and student evaluation: Moving beyond the failure of school reform AL Lavigne, TL Good Routledge, 2013 | 68 | 2013 |
| Improving instructional practice through peer observation and feedback: A review of the literature BL Ridge, AL Lavigne Education Policy Analysis Archives 28, 61-61, 2020 | 62 | 2020 |
| Issues of teacher performance stability are not new: Limitations and possibilities TL Good, AL Lavigne Education Policy Analysis Archives 23, 2-2, 2015 | 49 | 2015 |
| Dual language instruction and achievement: A need and a void in the Midwest T Oberg De La Garza, E Mackinney, AL Lavigne Mid-Western Educational Researcher 27 (4), 363, 2015 | 42 | 2015 |
| Enhancing teacher education, development, and evaluation: Lessons learned from educational reform A Lavigne, T Good Routledge, 2019 | 37 | 2019 |
| Communicating care across culture and language: The student–teacher relationship as a site of socialization in public schools AL Dexter, AL Lavigne, TO de la Garza Humanity & Society 40 (2), 155-179, 2016 | 36 | 2016 |
| Social policy, educational opportunity, and classroom practice: A co-regulation approach to research on student motivation and achievement M McCaslin, AL Lavigne The decade ahead: Applications and contexts of motivation and achievement 16 …, 2010 | 35* | 2010 |
| Examining individual-and school-level predictors of principal adaptation to teacher evaluation reform in the United States: A two-year perspective AL Lavigne Educational Management Administration & Leadership 48 (2), 379-395, 2020 | 27 | 2020 |
| Improving teaching through observation and feedback: Beyond state and federal mandates AL Lavigne, TL Good Routledge, 2015 | 27 | 2015 |
| Rating teachers cheaper, faster, and better: Not so fast TL Good, AL Lavigne Journal of Teacher Education 66 (3), 288-293, 2015 | 24 | 2015 |
| Principal Evaluation in the United States: A National Review of State Statutes and Regulations. SR Nielsen, AL Lavigne Education Policy Analysis Archives 28 (143), n143, 2020 | 17 | 2020 |
| Culturally responsive teaching through the lens of dual language education: Intersections and opportunities T Oberg De La Garza, AL Lavigne, S Si Universal Journal of Educational Research 8 (4), 1557, 2020 | 17 | 2020 |
| Successes and struggles of teaching: Perspectives of beginning, mid-career, and veteran teachers AL Lavigne, AR Bozack Journal of Teaching Effectiveness and Student Achievement 2 (2), 68, 2015 | 14 | 2015 |
| Cultural responsivity and common conceptualizations of “good” teaching in culturally and linguistically diverse elementary classrooms in the US and the Netherlands AL Lavigne, L Henrichs, JAA Feliz, S Shao Teaching and Teacher Education 118, 103812, 2022 | 13 | 2022 |
Thomas GoodProfessor of Educational Psychology University of ArizonaGeverifieerd e-mailadres voor email.arizona.edu
