Vi-Nhuan Le
RAND Corporation
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Featured researches published by Vi-Nhuan Le.
Educational Evaluation and Policy Analysis | 2012
Matthew G. Springer; John F. Pane; Vi-Nhuan Le; Daniel F. McCaffrey; Susan Freeman Burns; Laura S. Hamilton; Brian M. Stecher
Education policymakers have shown increased interest in incentive programs for teachers based on the outcomes of their students. This article examines a program in which bonuses were awarded to teams of middle school teachers based on their collective contribution to student test score gains. The study employs a randomized controlled trial to examine effects of the bonus program over the course of an academic year, with the experiment repeated a second year, and finds no significant effects on the achievement of students or the attitudes and practices of teachers. The lack of effects of team-level pay for performance in this study is consistent with other recent experiments studying the short-term effects of bonus awards for individual performance or whole-school performance.
Educational Evaluation and Policy Analysis | 2006
Brian M. Stecher; Vi-Nhuan Le; Laura S. Hamilton; Gery W. Ryan; Abby Robyn; J. R. Lockwood
Large-scale educational studies frequently require accurate descriptions of classroom practices to judge implementation and impact. However, it can be difficult to obtain these descriptions in a timely, efficient manner. To address this problem, the authors developed a vignette-based measure of one aspect of mathematics instructional practice, reform-oriented instruction. Teachers read contextualized descriptions of teaching practices that varied in terms of reform-oriented instruction, and rated the degree to which the options corresponded to their own likely behaviors. Responses from 80 fourth-grade teachers yielded fairly consistent responses across two parallel vignettes and moderate correlations with other scales of reform-oriented instruction derived from classroom observations, surveys, and logs. The results suggested that the vignettes measure important aspects of reform-oriented instruction that are not captured by other measurement methods. Based on this work, it appears that vignettes can be a useful tool for research on instructional practice, but cognitive interviews with participating teachers provided insight into possible improvements to the items.
Educational Evaluation and Policy Analysis | 2009
Vi-Nhuan Le; J. R. Lockwood; Brian M. Stecher; Laura S. Hamilton; José Felipe Martínez
In the past two decades, several major initiatives were launched to improve mathematics and science education. One prominent feature in these efforts was a new approach to teaching mathematics and science, referred to as reform-oriented teaching. Although past studies suggest this approach may improve student achievement, the relationships between reform-oriented pedagogy and achievement were weak. The weak relationships may be partially attributable to the limited time frame in which reform-oriented teaching was examined (typically a 1-year period). This study explored the relationship between mathematics and science achievement and reform-oriented teaching over a 3-year period. Results suggested greater exposure to reform-oriented instruction was generally not significantly associated with higher student achievement but the effects became stronger with prolonged exposure to reform-oriented practices. Reform-oriented instruction showed stronger, positive relationships with open-ended measures than with multiple-choice tests in both mathematics and science and with problem-solving skills than with procedural skills in mathematics.
Journal of Educational Measurement | 2007
J. R. Lockwood; Daniel F. McCaffrey; Laura S. Hamilton; Brian M. Stecher; Vi-Nhuan Le; Jose Felipe Martinez
National Center on Performance Incentives | 2010
Matthew G. Springer; Laura S. Hamilton; Daniel F. McCaffrey; Dale Ballou; Vi-Nhuan Le; Matthew Pepper; J. R. Lockwood; Brian M. Stecher
Early Childhood Research Quarterly | 2004
Michal Perlman; Gail L. Zellman; Vi-Nhuan Le
The RAND Corporation | 2008
Julie A. Marsh; Jennifer Sloan McCombs; J. R. Lockwood; Francisco Martorell; Daniel Gershwin; Scott Naftel; Vi-Nhuan Le; Molly Shea; Heather Barney; Al Crego
Society for Research on Educational Effectiveness | 2011
Matthew G. Springer; Dale Ballou; Laura S. Hamilton; Vi-Nhuan Le; J. R. Lockwood; Daniel F. McCaffrey; Matthew Pepper; Brian M. Stecher
Educational Evaluation and Policy Analysis | 2013
Kun Yuan; Vi-Nhuan Le; Daniel F. McCaffrey; Julie A. Marsh; Laura S. Hamilton; Brian M. Stecher; Matthew G. Springer
The RAND Corporation | 2008
Gail L. Zellman; Michal Perlman; Vi-Nhuan Le; Claude Messan Setodji