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Improving Teacher Knowledge in K-12 Schooling: Perspectives on STEM Learning

Newton, Xiaoxia A

1, 2018

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Teacher Turnover in Organizational Context: Staffing Stability in Los Angeles Charter, Magnet, and Regular Public Schools

Teachers College record (1970), 2018, Vol.120 (3), p.1-36

2018

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End-of-High-School Mathematics Attainment: How Did Students Get There?

Teachers College record (1970), 2010-04, Vol.112 (4), p.1064-1095

Newton, Xiaoxia A

2010

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Rethinking Alternative Education Accountability Indicators: A Multilevel and Contextual Perspective

Performance improvement quarterly, 2022, Vol.34 (4), p.455-489

2022

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Improving Opportunities for Bridging Social Capital: The Story of a Full-Service Community School Initiative at an Alternative High School

The Educational forum (West Lafayette, Ind.), 2017-10, Vol.81 (4), p.418-431

2017

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Research on teacher education programs: Logic model approach

Evaluation and program planning, 2013-02, Vol.36 (1), p.88-96

2013

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Developing indicators of classroom practice to evaluate the impact of district mathematics reform initiative: A generalizability analysis

Studies in educational evaluation, 2010-03, Vol.36 (1), p.1-13

Newton, Xiaoxia A.

2010

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Toward a More Nuanced Approach to Program Effectiveness Assessment: Hierarchical Linear Models in K–12 Program Evaluation

The American journal of evaluation, 2010-06, Vol.31 (2), p.162-179

2010

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Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice

Journal of emotional and behavioral disorders, 2022-03, Vol.30 (1), p.29-43

2022

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Building undergraduate STEM majors’ capacity for delivering inquiry-based mathematics and science lessons: An exploratory evaluation study

Studies in educational evaluation, 2020-03, Vol.64, p.100833, Article 100833

2020

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Striking a balance: A mixed-methods approach to impact-oriented evaluation

Studies in educational evaluation, 2016-12, Vol.51, p.96-107

Newton, Xiaoxia A.

2016

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Impact of co‐teaching on general educator self‐reported knowledge and use of inclusive practices for students with emotional and behavioral disabilities: A pilot investigation

Psychology in the schools, 2023-08, Vol.60 (8), p.2782-2794

2023

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Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts

Education policy analysis archives, 2010-09, Vol.18 (23), p.23

2010

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"You Can Be Creative Once You Are Tenured": Counterstories of Academic Writing From Mid-Career Women Faculty of Color

Multicultural perspectives (Mahwah, N.J.), 2022-07, Vol.24 (3), p.120-128

2022

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Inclusive Instruction for Students Receiving Special Education Services for Emotional Disturbance: A Survey Development Study

Assessment for effective intervention, 2021-06, Vol.46 (3), p.207-216

2021

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Factors promoting academic credit attainment in an urban full-service community school initiative

Preventing school failure, 2022-04, Vol.66 (2), p.150-159

2022

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Opportunities for Teachers to Learn Mathematics Through Professional Development and Instructional Tools

Improving Teacher Knowledge in K-12 Schooling, 2018, p.101-131

Newton, Xiaoxia A

2018

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Placing Mathematics Teachers’ Content Training in the Broader Context in the USA

Improving Teacher Knowledge in K-12 Schooling, 2018, p.181-191

Newton, Xiaoxia A

2018

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Undergraduate STEM Majors’ Understanding of Slope

Improving Teacher Knowledge in K-12 Schooling, 2018, p.75-100

Newton, Xiaoxia A

2018

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Teachers’ and Math Coaches’ Understanding of Basic Mathematical Ideas

Improving Teacher Knowledge in K-12 Schooling, 2018, p.55-73

Newton, Xiaoxia A

2018

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Conceptual Understanding of Foundational Mathematical Topics: What Might They Look Like?

Improving Teacher Knowledge in K-12 Schooling, 2018, p.133-180

Newton, Xiaoxia A

2018

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K-12 Mathematical Learning Experiences

Improving Teacher Knowledge in K-12 Schooling, 2018, p.15-54

Newton, Xiaoxia A

2018

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Mathematical Content Understanding for Teaching: A Study of Undergraduate STEM Majors

Creative education, 2015, Vol.6 (10), p.998-1031

2015

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Reflections on Math Reforms in the U.S.: A Cross-National Perspective

Phi Delta Kappan, 2007-05, Vol.88 (9), p.681-685

Newton, Xiaoxia

2007

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Evaluating teacher education outcomes: a study of the Stanford Teacher Education Programme

Journal of education for teaching : JET, 2010-11, Vol.36 (4), p.369-388

2010

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Improving Teacher Knowledge in K-12 Schooling: Perspectives on STEM Learning

Teacher Turnover in Organizational Context: Staffing Stability in Los Angeles Charter, Magnet, and Regular Public Schools

End-of-High-School Mathematics Attainment: How Did Students Get There?

Rethinking Alternative Education Accountability Indicators: A Multilevel and Contextual Perspective

Improving Opportunities for Bridging Social Capital: The Story of a Full-Service Community School Initiative at an Alternative High School

Research on teacher education programs: Logic model approach

Developing indicators of classroom practice to evaluate the impact of district mathematics reform initiative: A generalizability analysis

Toward a More Nuanced Approach to Program Effectiveness Assessment: Hierarchical Linear Models in K–12 Program Evaluation

Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice

Building undergraduate STEM majors’ capacity for delivering inquiry-based mathematics and science lessons: An exploratory evaluation study

Striking a balance: A mixed-methods approach to impact-oriented evaluation

Impact of co‐teaching on general educator self‐reported knowledge and use of inclusive practices for students with emotional and behavioral disabilities: A pilot investigation

Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts

"You Can Be Creative Once You Are Tenured": Counterstories of Academic Writing From Mid-Career Women Faculty of Color

Inclusive Instruction for Students Receiving Special Education Services for Emotional Disturbance: A Survey Development Study

Factors promoting academic credit attainment in an urban full-service community school initiative

Opportunities for Teachers to Learn Mathematics Through Professional Development and Instructional Tools

Placing Mathematics Teachers’ Content Training in the Broader Context in the USA

Undergraduate STEM Majors’ Understanding of Slope

Teachers’ and Math Coaches’ Understanding of Basic Mathematical Ideas

Conceptual Understanding of Foundational Mathematical Topics: What Might They Look Like?

K-12 Mathematical Learning Experiences

Mathematical Content Understanding for Teaching: A Study of Undergraduate STEM Majors

Reflections on Math Reforms in the U.S.: A Cross-National Perspective

Evaluating teacher education outcomes: a study of the Stanford Teacher Education Programme

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