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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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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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The reproduction of educational inequalities - do parenting and child behavioural problems matter?

Acta sociologica, 2019-11, Vol.62 (4), p.420-439

2019

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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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Do students' language backgrounds explain achievement differences in the Luxembourgish education system?

Ethnicities, 2019-12, Vol.19 (6), p.1202-1228

2019

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The role of gender and friendship in advanced course taking

Sociology of education, 2006-07, Vol.79 (3), p.206-228

2006

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Black-White differences in achievement: the importance of wealth

Sociology of education, 2003-10, Vol.76 (4), p.281-304

Orr, Amy J

2003

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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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Curricular flows: Trajectories, turning points, and assignment criteria in high school math careers

Sociology of education, 2006-07, Vol.79 (3), p.177-205

McFarland, Daniel A

2006

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The relations of vocational interests and mathematical literacy: On the predictive power of interest profiles

Journal of career assessment, 2009-11, Vol.17 (4), p.417-438

2009

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Understanding and improving classroom mathematics instruction: An overview of the TIMSS video study

Phi Delta Kappan, 1997-09, Vol.79 (1), p.14-21

1997

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Accelerating mathematics achievement using heterogenous groups

American educational research journal, 2006, Vol.43 (1), p.105-136

2006

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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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Double disadvantage or signs of resilience?: The elementary school context of children from Mexican immigrant families

American educational research journal, 2005, Vol.42 (2), p.269-303

Crosnoe, Robert

2005

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Course-taking, equity, and mathematics learning: Testing the constrained curriculum hypothesis in U.S. secondary schools

Educational evaluation and policy analysis, 1997-06, Vol.19 (2), p.99-121

1997

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TIMSS primary and middle school data: Some technical concerns

Educational researcher, 2001-08, Vol.30 (6), p.17-21

Wang, Jianjun

2001

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Attitudes, beliefs, and mathematics achievement of German and Japanese high school students

International journal of behavioral development, 2000-06, Vol.24 (2), p.190-198

2000

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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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Teachers' work: Institutional isomorphism and cultural variation in the U. S., Germany, and Japan

Educational researcher, 2001, Vol.30 (6), p.3-15

2001

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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

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

The reproduction of educational inequalities - do parenting and child behavioural problems matter?

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

Do students' language backgrounds explain achievement differences in the Luxembourgish education system?

The role of gender and friendship in advanced course taking

Black-White differences in achievement: the importance of wealth

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

Curricular flows: Trajectories, turning points, and assignment criteria in high school math careers

The relations of vocational interests and mathematical literacy: On the predictive power of interest profiles

Understanding and improving classroom mathematics instruction: An overview of the TIMSS video study

Accelerating mathematics achievement using heterogenous groups

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

Double disadvantage or signs of resilience?: The elementary school context of children from Mexican immigrant families

Course-taking, equity, and mathematics learning: Testing the constrained curriculum hypothesis in U.S. secondary schools

TIMSS primary and middle school data: Some technical concerns

Attitudes, beliefs, and mathematics achievement of German and Japanese high school students

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

Teachers' work: Institutional isomorphism and cultural variation in the U. S., Germany, and Japan

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