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Member Profile


Heather Hill

PROFESSIONAL ROLES

  • Higher Ed: Education 

BIO

Heather C. Hill is an associate professor at the Harvard Graduate School of Education. Her primary work focuses on the development of measures of content knowledge for teaching mathematics, and using such measures to evaluate public policies and programs intended to improve teachers' facility with mathematics. Her other interests include the measurement of instruction more broadly, instructional improvement efforts in mathematics, and the role that language plays in the implementation of public policy. She received a Ph.D. in political science from the University of Michigan in 2000 for work analyzing the implementation of public policies in law enforcement and education.She is the co-author, with David K. Cohen, of Learning policy: When state education reform works (Yale Press, 2001). See her personal website, www.umich.edu/~hhill, for papers. 

EXPERTISE

RECENT PUBLICATIONS

Site Contributions
04/13/16Resources for Teaching: Examining Personal and Institutional Predictors of High-Quality Instruction
04/13/16Explaining Teacher Effects on Achievement Using Measures from Multiple Research Traditions
02/10/16Teachers’ Knowledge of Students: Defining a Domain
12/03/15It's Analysis Time for Your Experimental Study and There is No Significant Effect, Now What?
12/01/15Practice for December 1 TEAMS webinar
10/08/15Review of The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development
01/22/13MSPnet Academy: The multi-dimensional nature of mathematics instructional quality
01/18/13test webinar with Heather
04/11/12Developing Measures of Teachers' Mathematics Knowledge for Teaching
03/28/12Measuring the Mathematical Quality of Instruction
04/21/09Test Validation and the MKT Measures: Generalizations and Conclusions
04/21/09Assessing Measures of Mathematical Knowledge for Teaching: A Validity Argument Approach
04/21/09Validating the ecological assumption: The relationship of measure scores to classroom teaching and student learning
04/21/09Assessing Elemental and Structural Validity: Data from teachers, non-teachers and mathematicians
04/17/09Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study
04/17/09Adapting U. S. measures of "Mathematical Knowledge for Teaching" for use in Ireland
04/16/09Mathematical knowledge of middle school teachers: Implication for the No Child Left Behind Policy initiative
04/16/09Assessing Teachers' Mathematical Knowledge: What Knowledge Matters and What Evidence Counts?
04/11/07A Coding Rubric for Measuring the Quality of Mathematics in Instruction
04/10/07Quality of Mathematics in Instruction Instrument: Video Coding Tool
10/31/05Developing Measures of Mathematical Knowledge for Teaching
03/16/05Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement
10/27/04Learning Mathematics for Teaching: Results from California's Mathematics Professional Development Institutes
10/20/04Learning Mathematics for Teaching (LMT) Instrument Dissemination Workshop- Nov. 12, 2004
05/20/04Learning Mathematics for Teaching - Conference Presentation 2004
01/17/04Instructional Policy and Classroom Performance: The Mathematics Reform in California