| The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence MA Kraft, D Blazar, D Hogan Review of educational research 88 (4), 547-588, 2018 | 1735 | 2018 |
| Teacher and teaching effects on students’ attitudes and behaviors D Blazar, MA Kraft Educational evaluation and policy analysis 39 (1), 146-170, 2017 | 1079 | 2017 |
| Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement D Blazar Economics of Education Review 48, 16-29, 2015 | 244 | 2015 |
| Exploring mechanisms of effective teacher coaching: A tale of two cohorts from a randomized experiment D Blazar, MA Kraft Educational evaluation and policy analysis 37 (4), 542-566, 2015 | 167 | 2015 |
| Individualized coaching to improve teacher practice across grades and subjects: New experimental evidence MA Kraft, D Blazar Educational Policy 31 (7), 1033-1068, 2017 | 158 | 2017 |
| Taking teacher coaching to scale: Can personalized training become standard practice? MA Kraft, D Blazar Education Next 18 (4), 2018 | 121 | 2018 |
| Teacher and teaching effects on students' academic performance, attitudes, and behaviors D Blazar Harvard University, 2016 | 110 | 2016 |
| Resources for teaching: Examining personal and institutional predictors of high-quality instruction HC Hill, D Blazar, K Lynch Aera open 1 (4), 2332858415617703, 2015 | 96 | 2015 |
| Grade assignments and the teacher pipeline: A low-cost lever to improve student achievement? D Blazar Educational Researcher 44 (4), 213-227, 2015 | 93 | 2015 |
| Teachers of Color, Culturally Responsive Teaching, and Student Outcomes: Experimental Evidence from the Random Assignment of Teachers to Classes. EdWorkingPaper No. 21-501. D Blazar Annenberg Institute for School Reform at Brown University, 2021 | 89 | 2021 |
| Validating arguments for observational instruments: Attending to multiple sources of variation HC Hill, CY Charalambous, D Blazar, D McGinn, MA Kraft, M Beisiegel, ... Educational Assessment 17 (2-3), 88-106, 2012 | 85 | 2012 |
| 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 | 77 | 2016 |
| Learning by the book: Comparing math achievement growth by textbook in six Common Core states D Blazar, B Heller, T Kane, M Polikoff, D Staiger, S Carrell, D Goldhaber, ... Center for Education Policy Research, Harvard University, 2019 | 65 | 2019 |
| Does test preparation mean low-quality instruction? D Blazar, C Pollard Educational Researcher 46 (8), 420-433, 2017 | 65 | 2017 |
| Attending to general and mathematics-specific dimensions of teaching: Exploring factors across two observation instruments D Blazar, D Braslow, CY Charalambous, HC Hill Educational Assessment 22 (2), 71-94, 2017 | 65 | 2017 |
| Validating teacher effects on students’ attitudes and behaviors: Evidence from random assignment of teachers to students D Blazar Education Finance and Policy 13 (3), 281-309, 2018 | 58 | 2018 |
| Relationships between observations of elementary mathematics instruction and student achievement: Exploring variability across districts K Lynch, M Chin, D Blazar American Journal of Education 123 (4), 615-646, 2017 | 52 | 2017 |
| Curriculum reform in the Common Core era: Evaluating elementary math textbooks across six US states D Blazar, B Heller, TJ Kane, M Polikoff, DO Staiger, S Carrell, ... Journal of Policy Analysis and Management 39 (4), 966-1019, 2020 | 37 | 2020 |
| Teaching to support students with diverse academic needs D Blazar, C Archer Educational Researcher 49 (5), 297-311, 2020 | 35 | 2020 |
| Teacher and teaching effects on students' academic behaviors and mindsets D Blazar, MA Kraft Mathematica Policy Research Reports, 2015 | 35 | 2015 |