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What makes professional development effective? Strategies that foster curriculum implementation

American educational research journal, 2007-12, Vol.44 (4), p.921-958

2007

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What are the effects of induction and mentoring on beginning teacher turnover?

American educational research journal, 2004, Vol.41 (3), p.681-714

2004

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Academic optimism of schools: A force for student achievement

American educational research journal, 2006, Vol.43 (3), p.425-446

2006

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Pursuing a "sense of success": New teachers explain their career decisions

American educational research journal, 2003, Vol.40 (3), p.581-617

2003

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When race matters: teacher's evaluations of students' classroom behaviour

Sociology of education, 2004-10, Vol.77 (4), p.267-282

2004

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Do accountability policy sanctions influence teacher motivation? Lessons from Chicago's low-performing schools

American educational research journal, 2007-09, Vol.44 (3), p.594-629

2007

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Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships

Sociology of education, 2004, Vol.77 (1), p.60-81

2004

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Where rubber meets the road: Rethinking the connection between high-stakes testing policy and classroom instruction

Sociology of education, 2007-10, Vol.80 (4), p.285-313

Diamond, John B.

2007

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Organizational strategies for promoting instructional change: Implementation dynamics in schools working with comprehensive school reform providers

American educational research journal, 2007-06, Vol.44 (2), p.252-297

2007

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Are we creating separate and unequal tracks of teachers?: The Effects of State Policy, Local Conditions, and Teacher Characteristics on New Teacher Socialization

American educational research journal, 2004, Vol.41 (3), p.557-603

2004

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The impact of accountability on racial and socioeconomic equity: Considering both school resources and achievement outcomes

American educational research journal, 2004-12, Vol.41 (4), p.797-832

2004

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Towards a new professionalism in school?: A comparative study of teacher autonomy in Norway and Sweden

European educational research journal EERJ, 2007-09, Vol.6 (3), p.232-249

2007

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School size in Chicago elementary schools: Effects on teachers' attitudes and students' achievement

American educational research journal, 2000-03, Vol.37 (1), p.3-31

2000

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The impossibility of minority ethnic educational 'success'?: An examination of the discourses of teachers and pupils in british secondary schools

European educational research journal EERJ, 2008-03, Vol.7 (1), p.89-107

Archer, Louise

2008

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Effects of organic management on student achievement

American educational research journal, 2006, Vol.43 (2), p.219-253

2006

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Stress, coping strategies, and psychological distress among secondary school teachers in Hong Kong

American educational research journal, 1998, Vol.35 (1), p.145-163

Chan, David W

1998

Volltextzugriff (PDF)

Inclusion, power, and community: Teachers and students interpret the languages of community in an inclusion classroom

American educational research journal, 2006, Vol.43 (3), p.489-529

Berry, Ruth A. W

2006

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Excellence in English in Middle and High School: How teachers' professional lives support student achievement

American educational research journal, 2000, Vol.37 (2), p.397-439

Langer, Judith A

2000

Volltextzugriff (PDF)

Perspective on alternative assessment reform

American educational research journal, 2002, Vol.39 (1), p.69-95

2002

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Teaching mathematics and language arts in reduced size and non-reduced size classrooms

Educational evaluation and policy analysis, 2000-12, Vol.22 (4), p.313-329

2000

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Children´s visual representations of food and meal time: towards an understanding of nutrition and educational practices

European educational research journal EERJ, 2005, Vol.4 (2), p.132-141

Savoie-Zajc, Lorraine

2005

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The missing person: student roles in home-school interviews

European educational research journal EERJ, 2002-09, Vol.1 (3), p.468-479

Walker, Barbara M

2002

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A test of some common contentions about educational research

American educational research journal, 1999, Vol.36 (3), p.511-541

Kennedy, Mary M

1999

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Are timetable-free schools possible?

European educational research journal EERJ, 2003-12, Vol.2 (4), p.547-558

2003

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Teacher types, workplace controls, and the organization of schools

Sociology of education, 1997-10, Vol.70 (4), p.285-307

1997

Volltextzugriff (PDF)

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What makes professional development effective? Strategies that foster curriculum implementation

What are the effects of induction and mentoring on beginning teacher turnover?

Academic optimism of schools: A force for student achievement

Pursuing a "sense of success": New teachers explain their career decisions

When race matters: teacher's evaluations of students' classroom behaviour

Do accountability policy sanctions influence teacher motivation? Lessons from Chicago's low-performing schools

Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships

Where rubber meets the road: Rethinking the connection between high-stakes testing policy and classroom instruction

Organizational strategies for promoting instructional change: Implementation dynamics in schools working with comprehensive school reform providers

Are we creating separate and unequal tracks of teachers?: The Effects of State Policy, Local Conditions, and Teacher Characteristics on New Teacher Socialization

The impact of accountability on racial and socioeconomic equity: Considering both school resources and achievement outcomes

Towards a new professionalism in school?: A comparative study of teacher autonomy in Norway and Sweden

School size in Chicago elementary schools: Effects on teachers' attitudes and students' achievement

The impossibility of minority ethnic educational 'success'?: An examination of the discourses of teachers and pupils in british secondary schools

Effects of organic management on student achievement

Stress, coping strategies, and psychological distress among secondary school teachers in Hong Kong

Inclusion, power, and community: Teachers and students interpret the languages of community in an inclusion classroom

Excellence in English in Middle and High School: How teachers' professional lives support student achievement

Perspective on alternative assessment reform

Teaching mathematics and language arts in reduced size and non-reduced size classrooms

Children´s visual representations of food and meal time: towards an understanding of nutrition and educational practices

The missing person: student roles in home-school interviews

A test of some common contentions about educational research

Are timetable-free schools possible?

Teacher types, workplace controls, and the organization of schools

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