Heather Hill

Hazen-Nicoli Professor in Teacher Learning and Practice

Harvard Graduate School of Education

United States

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Heather Hill is the Hazen-Nicoli Professor in Teacher Learning and Practice at Harvard Graduate School of Education, USA. Her research focuses on teacher education, equity in mathematics instruction, and the impact of professional development interventions on educator effectiveness. Recent articles examine topics such as automated feedback for educators, ethnic-racial identity curriculum implementation, and evidence-based practices for improving classroom instruction.

Articles (10)

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2025

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2025

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2025

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2025

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2025

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2024

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2023

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2020

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2020

Collaborators (5)

Ashley Ison

Assistant Professor

San Francisco State University

UNITED STATES

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Charalambos Y. Charalambous

CYPRUS

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Joshua Polanin

American Institutes for Research

UNITED STATES

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Michael R Sladek

Assistant Professor

University of Oklahoma

UNITED STATES

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Jing Liu

Assistant Professor

University of Maryland

UNITED STATES

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Heather Hill

Research Interests

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Articles (10)

Equipping Educators for Equity Through Ethnic‐Racial Identity Curriculum: Comparing Teachers' Fidelity of Implementation Across Remote and in‐Person Training

Does Increased Choice over Learning Topic Improve the Effectiveness of Automated Feedback for Educators?

A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement

Structured Reporting Guidelines for Classroom Intervention Research

Equity-Focused, Rubric-Based Coaching: An Incremental Improvement Approach to Supporting Teachers to Shift Toward More Equitable Mathematics Instruction

Practice-Based Teacher Education Pedagogies Improve Responsiveness: Evidence from a Lab Experiment

Effectiveness Research for Teacher Education

Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial in a Large-Scale Online Course

Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning

Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial

Collaborators (5)

Ashley Ison

Charalambos Y. Charalambous

Joshua Polanin

Michael R Sladek

Jing Liu

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