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Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress

American educational research journal, 2010-03, Vol.47 (1), p.133-180

2010

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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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Examining key concepts in research on teachers' use of mathematics curricula

Review of educational research, 2005-06, Vol.75 (2), p.211-246

Remillard, Janine T

2005

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Does homework improve academic achievement?: A synthesis of research 1987-2003

Review of educational research, 2006-03, Vol.76 (1), p.1-62

2006

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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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Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain

Educational studies in mathematics, 2018-10, Vol.99 (2), p.161-179

2018

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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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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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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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The alchemy of the mathematics curriculum: inscriptions and the fabrication of the child

American educational research journal, 2004, Vol.41 (1), p.3-34

Popkewitz, Thomas

2004

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An investigation of mathematics textbooks and their use in English, French and German classrooms: who gets an opportunity to learn what?

British educational research journal, 2002-08, Vol.28 (4), p.567-590

2002

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Assessing barriers to the reform of U.S. mathematics instruction from an international perspective

American educational research journal, 2005, Vol.42 (3), p.501-535

2005

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Effects of a girls-only curriculum during adolescence: performance, persistence, and engagement in mathematics and science

American educational research journal, 2003, Vol.40 (4), p.929-960

2003

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Is the National Numeracy Strategy research-based?

British journal of educational studies, 1998-12, Vol.46 (4), p.362-385

1998

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Identifying national cultures of mathematics education: Analysis of cognitive demands and differential item functioning in TIMSS

European journal of psychology of education, 2001-09, Vol.16 (3), p.385-402

2001

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Student and school correlates of mathematics achievement: Models of school performance based on Pan-Canadian student assessment

Canadian journal of education, 2006, Vol.29 (3), p.706-730

2006

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Power, learning, and legitimation: Assessment implementation across levels in the United States and the United Kingdom

American educational research journal, 1999, Vol.36 (4), p.759-793

1999

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Beyond Missionaries or Cannibals: Who Should Teach Mathematics to African American Children?

The High School journal, 2007-10, Vol.91 (1), p.6-28

Martin, Danny Bernard

2007

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The effects of age-based and grade-based sampling on the relative standing of countries in international comparative studies of student achievement

British educational research journal, 2001-04, Vol.27 (2), p.187-200

O'Leary, Michael

2001

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Gender differences in mathematics achievement: Findings from the National Education Longitudinal Study of 1988

The Journal of experimental education, 1997, Vol.65 (3), p.229-242

1997

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Poor school funding, child poverty, and mathematics achievement

Educational researcher, 1999-08, Vol.28 (6), p.4-13

1999

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Towards Design of Clarifying Equity Messages in Mathematics Reform

The High School journal, 2005-04, Vol.88 (4), p.46-58

Matthews, Lou Edward

2005

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Negotiating Reform: Implementing Process Standards in Culturally Responsive Professional Development

The High School journal, 2005-04, Vol.88 (4), p.59-71

2005

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International achievement differences: an assessment of a new perspective

Educational researcher, 1997-04, Vol.26 (3), p.4-15

Stedman, Lawrence C

1997

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International educational performance of the United States: Is there a problem that money can fix?

Comparative education, 1999-03, Vol.35 (1), p.27-43

1999

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Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress

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

Examining key concepts in research on teachers' use of mathematics curricula

Does homework improve academic achievement?: A synthesis of research 1987-2003

Effects of teachers' mathematical knowledge for teaching on student achievement

Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain

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

Academic optimism of schools: A force for student achievement

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

The alchemy of the mathematics curriculum: inscriptions and the fabrication of the child

An investigation of mathematics textbooks and their use in English, French and German classrooms: who gets an opportunity to learn what?

Assessing barriers to the reform of U.S. mathematics instruction from an international perspective

Effects of a girls-only curriculum during adolescence: performance, persistence, and engagement in mathematics and science

Is the National Numeracy Strategy research-based?

Identifying national cultures of mathematics education: Analysis of cognitive demands and differential item functioning in TIMSS

Student and school correlates of mathematics achievement: Models of school performance based on Pan-Canadian student assessment

Power, learning, and legitimation: Assessment implementation across levels in the United States and the United Kingdom

Beyond Missionaries or Cannibals: Who Should Teach Mathematics to African American Children?

The effects of age-based and grade-based sampling on the relative standing of countries in international comparative studies of student achievement

Gender differences in mathematics achievement: Findings from the National Education Longitudinal Study of 1988

Poor school funding, child poverty, and mathematics achievement

Towards Design of Clarifying Equity Messages in Mathematics Reform

Negotiating Reform: Implementing Process Standards in Culturally Responsive Professional Development

International achievement differences: an assessment of a new perspective

International educational performance of the United States: Is there a problem that money can fix?

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