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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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Short intervention, sustained effects: Promoting students' math competence beliefs, effort, and achievement

American educational research journal, 2017-12, Vol.54 (6), p.1048-1078

2017

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Effects of teachers' mathematical knowledge for teaching on student achievement

American educational research journal, 2005, Vol.42 (2), p.371-406

2005

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What kind of citizen? The politics of educating for democracy

American educational research journal, 2004, Vol.41 (2), p.237-269

2004

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Parent involvement, cultural capital, and the achievement gap among elementary school children

American educational research journal, 2006, Vol.43 (2), p.193-218

2006

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The many (subtle) ways parents game the system. Mixed-method evidence on the transition into secondary-school tracks in Germany

Sociology of education, 2019-04, Vol.92 (2), p.199-228

2019

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No Evidence that Strict Educational Tracking Improves Student Performance through Classroom Homogeneity: A Critical Reanalysis of Esser and Seuring (2020)

Zeitschrift für Soziologie, 2022-07, Vol.51 (1), p.99-111

2022

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Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities

Reading research quarterly, 2021-01, Vol.56 (1), p.143-171

2021

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What makes professional development effective?: Results from a national sample of teachers

American educational research journal, 2001, Vol.38 (4), p.915-945

2001

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“I Think I Can . . . Maybe I Can . . . I Can’t”: Social Work Women and Local Elected Office

Social work (New York), 2018-04, Vol.63 (2), p.145-152

Meehan, Patrick

2018

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Social and dimensional comparisons in the formation of German students' language self-concepts

The Journal of experimental education, 2020-02, Vol.88 (2), p.245-264

2020

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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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The Institutional Dimension of Class-based Educational Decision-making: Evidence from Regional Variation in Switzerland

Zeitschrift für Soziologie, 2019-10, Vol.48 (4), p.301-320

Combet, Benita

2019

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Impact of additional guidance in science education on primary students' conceptual understanding

The Journal of educational research (Washington, D.C.), 2015-09, Vol.108 (5), p.358-370

2015

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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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Unmasking the myth of the same-sex teacher advantage

European sociological review, 2011-10, Vol.27 (5), p.669-689

2011

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Tracking and high school English learners: limiting opportunity to learn

American educational research journal, 2005, Vol.42 (2), p.305-328

Callahan, Rebecca M

2005

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The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation

American educational research journal, 2007-09, Vol.44 (3), p.631-669

2007

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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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Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English

American educational research journal, 2003, Vol.40 (3), p.685-730

2003

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Final reading outcomes of the national randomized field trial of Success for All

American educational research journal, 2007-09, Vol.44 (3), p.701-731

2007

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Test scores, dropout rates, and transfer rates as alternative indicators of a high school performance

American educational research journal, 2005, Vol.42 (1), p.3-42

2005

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How including prior knowledge as a subject variable may change outcomes of learning research

American educational research journal, 2004, Vol.41 (1), p.159-189

Shapiro, Amy M

2004

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What makes professional development effective? Strategies that foster curriculum implementation

Short intervention, sustained effects: Promoting students' math competence beliefs, effort, and achievement

Effects of teachers' mathematical knowledge for teaching on student achievement

What kind of citizen? The politics of educating for democracy

Parent involvement, cultural capital, and the achievement gap among elementary school children

The many (subtle) ways parents game the system. Mixed-method evidence on the transition into secondary-school tracks in Germany

No Evidence that Strict Educational Tracking Improves Student Performance through Classroom Homogeneity: A Critical Reanalysis of Esser and Seuring (2020)

Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities

What makes professional development effective?: Results from a national sample of teachers

“I Think I Can . . . Maybe I Can . . . I Can’t”: Social Work Women and Local Elected Office

Social and dimensional comparisons in the formation of German students' language self-concepts

Academic optimism of schools: A force for student achievement

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

The Institutional Dimension of Class-based Educational Decision-making: Evidence from Regional Variation in Switzerland

Impact of additional guidance in science education on primary students' conceptual understanding

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

Unmasking the myth of the same-sex teacher advantage

Tracking and high school English learners: limiting opportunity to learn

The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation

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

Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English

Final reading outcomes of the national randomized field trial of Success for All

Test scores, dropout rates, and transfer rates as alternative indicators of a high school performance

How including prior knowledge as a subject variable may change outcomes of learning research

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