Improving Teacher Supports Through Unconventional Experiments

The ability to make causal links between professional supports and teacher and student outcomes is limited by the methods typically used by researchers. Because traditional experiments are often long, expensive, and politically infeasible, they are reserved for later stages of evaluation. This dissertation presents three papers, each applying a non-traditional experimental method for researching and developing effective supports for pre- and in-service teachers, with a particular focus on supports to help educators to understand and make use of student data.