• Theobald, R., Goldhaber, D., Holden, K., & Stein, M. (2021). Special education teacher preparation, literacy instructional alignment, and reading achievement for students with high-incidence disabilities. CALDER Working Paper No. 253-0621.

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• Choate, K., Goldhaber, D., & Theobald, R. (2021). The effects of COVID-19 on teacher preparation. Phi Delta Kappan, 102(7), 52–57. 

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• Goldhaber, D., Krieg, J., & Theobald, R., & Liddle, S. (2021). Lost to the system? A descriptive exploration of where teacher candidates find employment and how much they earn. CALDER Working Paper No. 251-0421.

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• St. John, E., Goldhaber, D., Krieg, J., & Theobald, R. (2021). How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools. Journal of Education Human Resources, 39(3), 261–288. https://doi.org/10.3138/jehr-2020-0014

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• Choate, K., Goldhaber, D., Katz, A., Theobald, R. (2020). Washington STEM Teacher Survey Summary Report. CEDR Policy Brief No. 03172020-1. University of Washington.
   

• Goldhaber, D., Krieg, J., & Theobald, R. (2020). Effective like me? Does having a more productive mentor improve the productivity of mentees? Labour Economics, 63, 101792.
   

• Goldhaber, D., Krieg, J., & Theobald, R. (2020). Exploring the impact of student teaching apprenticeships on student achievement and mentor teachers. Journal of Research on Educational Effectiveness, 13(2), 213-234.

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• Goldhaber, D., Krieg, J., & Theobald, R., & Goggins, M. (2020). Front End to Back End: Teacher Preparation, Workforce Entry, and Attrition. CALDER Working Paper No. 246-1220.
   

• Krieg, J., Goldhaber, D., & Theobald, R. (2020). Disconnected development: The importance of specific human capital in the transition from student teaching to the classroom. CALDER Working Paper No. 236-0520.
   

• Krieg, J., Goldhaber, D., & Theobald, R. (2020). Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching. Journal of Teacher Education, 71(2), 218-232.
   

• Theobald, R., Goldhaber, D., Naito, N., & Stein, M. (2020). The special education teacher pipeline: Teacher preparation, workforce entry, and retention. CALDER Working Paper 231-0220.
   

• Goldhaber, D., Krieg, J., Naito, N., & Theobald, R. (2019). Making the most of student teaching: The importance of mentors and scope of change. Education Finance and Policy, 1-21.

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• Goldhaber, D., Theobald, R., and Tien, C. (2019). Why we need a diverse teacher workforce. Phi Delta Kappan, 100(5), 25-30.

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• Goldhaber, D., Krieg, J., Naito, N., & Theobald, R. (2020). Student Teaching and the Geography of Teacher Shortages. Educational Researcher. September 2020. doi:10.3102/0013189X20962099​

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• Goldhaber, D., Theobald, R., & Tien, C. (2018). Educator and Student Diversity in Washington State: Gaps and Historical Trends. The Washington Educational Research Association Education Journal, 10(2), p. 3-9.

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• Goldhaber, D., Cowan, J., & Theobald, R. (2017). Evaluating prospective teachers: Testing the predictive validity of the edTPA. Journal of Teacher Education, 68(4), 377-393.
   

• Goldhaber, D., Krieg, J. M., & Theobald, R. (2017). Does the match matter? Exploring whether student teaching experiences affect teacher effectiveness. American Educational Research Journal, 54(2), 325-359.
   

• Krieg, J. M., Theobald, R., & Goldhaber, D. (2016). A foot in the door: Exploring the role of student teaching assignments in teachers’ initial job placements. Educational Evaluation and Policy Analysis, 38(2), 364-388.
   

• Goldhaber, D., Krieg, J., Theobald, R., & Brown, N. (2015). Refueling the STEM and special education teacher pipelines. Phi Delta Kappan, 97(4), 56-62.
   

• Goldhaber, D., Krieg, J., & Theobald, R. (2014). Knocking on the door to the teaching profession? Modeling the entry of prospective teachers into the workforce. Economics of Education Review, 42, pp. 106-124.