CEPA People

Ben Master

Ben Master
Ben Master
Ben Master

Ben Master is a doctoral candidate in the Education Policy program at Stanford’s Graduate School of Education. His research addresses issues of teacher preparation, teacher evaluation, school leadership, and instructional equity for disadvantaged students. Previously, Ben worked alongside K-12 educators in schools, providing both professional development and analytical support related to the effective use of data to enhance instructional practice and support school improvement. Ben graduated from Brown University in 2001 with a B.A. in Economics.

Faculty Advisors: Susanna Loeb, Edward Haertel, Pam Grossman, Kenji Hakuta

Staffing for Success: Linking Teacher Evaluation and School Personnel Management in Practice. Benjamin Master. Educational Evaluation and Policy Analysis, Forthcoming.
Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals. Jason Grissom, Susanna Loeb, Benjamin Master. Educational Researcher, 42(8), pp. 433-444. 2013.
Different skills? Identifying differentially effective teachers of English language learners. Benjamin Master, Susanna Loeb, Camille Whitney, James Wyckoff. 2012.
Name: Ben Master

Research Interests: Teacher Preparation, Teacher Evaluation, School Leadership, Instructional Equity

Area of Study: Education Policy and Organizational Studies

  • Stanford University, Ph.D. (Expected in March 2014)
  • Brown University, B.A. Economics (2001)

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