Embed
Email

References

Document Sample
References
Shared by: HC111123235710
Categories
Tags
Stats
views:
4
posted:
11/23/2011
language:
English
pages:
7
References





Abbott, M.L., Joireman, J., & Heather, R., (2002). The influence of district size, school size, and

socioeconomic status on student achievement in Washington; a replication study using

hierarchical linear modeling.



Aktamis, H. & Ergin, O., (2008). The effect of scientific process skills education on students’

scientific creativity, science attitudes, and academic achievements, Asia-Pacific Forum

on Science Learning and Teaching, 9(1), 21 p.



Amrein-Beardsley, A., (2008). Methodological concerns about the education value-added

assessment system. Educational Researcher, 37(2), 65-75.



Archbald, D. A. & Kaplan, D., (2004). Parent choice versus attendance area assignment to

schools: Does magnet-based school choice affect NAEP scores? International Journal of

Educational Policy,Research, and Practice: Reconceptualizing Childhood Studies, 5(1),

3-35.



Archibald, S., (2006). Narrowing in on educational resources that do affect student achievement.

Peabody Journal of Education, 81(4), 23-42.



Bangert-Drowns, R.L., Hurley, M.M., & Wilkinson, B., (2004). The effects of school-based

writing-to-learn interventions on academic achievement: a meta-analysis, Review of

Educational Research, 74(1), 29-58.



Bates, R., (2005). On the future of teacher education: challenges, context, and content, Journal of

Education for Teaching, 31(4), 301-305.



Berry, B., Darling-Hammond, L., Hirsch, E., Robinson, S., & Wise, S., No Child Left Behind

and the ‘highly qualified’ teacher: the promise and the possibilities, Center for Teaching

Quality, 1-9.



Betebenner, D., (2004). An analysis of school district data using value-added methodology.



Bielinkski, J., Minnema, J., & Thurlow, M., (2002). A follow-up web-based survey: test and

measurement expert opinions on the psychometric properties of out-of-level tests.



Callejo Perez, David M. (2008). Teacher education and research: Imagining teacher education

between past and future, American Educational History Journal, 35(1), 19-40.



Chiu, M., (2008). Achievements and self-concepts in a comparison of math and science:

exploring the internal/external frame of reference model across 28 countries, Educational

Research and Evaluation, 14(3), 235-254.

Cochran-Smith, M. (2008). The New Teacher Education in the United States: Directions

Forward. Teachers and Teaching: Theory and Practice, 14(4), 271-282.



Cochran-Smith, M., (2003). Learning and unlearning: the education of teacher educators,

Teaching and Teacher Education, 19, 5-28.



Darling-Hammond, L., (2005). Educating the New Educator: Teacher Education and the Future

of Democracy, New Educator, 1(1), 1-18.



Darling-Hammond, L., (1999). Teacher quality and student achievement: a review of state policy

evidence, Center for the Study of Teaching and Policy.



Darling-Hammond, L., (2005). Prepping our teachers for teaching as a profession, The Education

Digest, 22-27.



Darling-Hammond, L. & Baratz-Snowden, J., (2007). A good teacher in every classroom:

preparing the highly qualified teachers our children deserve, Educational Horizons,

Winter, 111-132.



Darling-Hammond, L. & Barnett, B., (2006). Highly qualified teachers for all, Educational

Leadership, 14-20.



Darling-Hammond, L., Holtzman, D.J., Gatlin, S.J., & Heilig, J.V., (2005). Does teacher

preparation matter? Evidence about teacher certification, Teach for America, and teacher

effectiveness, Education Policy Analysis Archives, 13(42), 1-51.



Doran, H.C. (2003). Value-added analysis: a review of related issues.



Duatepe-Paksu, A. & Ubuz, B., (2009). Effects of drama-based geometry instruction on student

achievement, attitudes, and thinking levels, The Journal of Educational Research, 102(4),

272-286.



Dunn, R., Honigsfeld, A., & Doolan, L.S., (2009). Instructional strategies on students’

achievements and attitudes: perceptions of educators in diverse institutions, The Clearing

House, 82(3), 135-140.



DuPaul, G.J., Jitendra, A.K., Volpe, R.J., Tresco, K.E., Lutz, J.G., Junod, R.E.V., Cleary, K.S.,

Flammer,



L.M., & Mannella, M.C., (2006). Consultation-based academic interventions for children with

ADHD: effects on reading and mathematics achievement, Journal of Abnormal Child

Psychology, 34, 635-648.



Gallagher, K. S., Ed. & Bailey, J. D., Ed., (2000). The Politics of Teacher Education Reform.

The National Commission on Teaching and America's Future. Yearbook of the Politics of

Education Association. [Volume 13].

Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Kastberg, D., & Brenwald, S., (2008).

Highlights from TIMSS 2007: mathematics and science achievement of U.S. fourth- and

eighth-grade students in an international context, NCES.



Graham, S., Berninger, V., & Fan, W., (2007). The structural relationship between writing

attitude and writing achievement in first and third grade students, Contemporary

Educational Psychology, 32, 516-536.



Grossman, P. & McDonald, M., (2008). Back to the future: Directions for research in teaching

and teacher education, American Educational History Journal, 45(1), 184-205.



Hailikari, T., Nevgi, A., & Komulainen, E., (2008). Academic self-beliefs and prior knowledge

as predictors of student achievement in mathematics: a structural model, Educational

Psychology, 28(1), 59-71.



Hanich, L.B. & Jordan, N.C., (2004). Achievement-related beliefs of third-grade children with

mathematics and reading difficulties, The Journal of Educational Research, 97(5), 227-

233.



Henderson, S., Petrosino, A., Guckenburg, S., & Hamilton, S., (2008). A second follow-up year

for measuring how benchmark assessments affect student achievement, REL.



Huang, F.L. & Moon, T.R., (2009). Is experience the best teacher? A multilevel analysis of

teacher characteristics and student achievement in low performing schools. Educ Asse

Eval Acc, 21, 209-234.



Hyson, M., Tomlinson, H.B., & Morris, C.A.S., (). Quality improvement in early childhood

teacher education: faculty perspectives and recommendations for the future, 1-17,

http://ecrp.uiuc.edu/v11n1/hyson.html.



Jepsen, C., & Rivkin, S. (2009). Class size reduction and student achievement: the potential

tradeoff between teacher quality and class size. Journal of Human Resources, 44(1), 223-

250.



Johnson, C.C., (2009). An examination of effective practice: moving toward elimination of

achievement gaps in science, Journal of Science Teacher Education, 20, 287-306.



Lau, S. & Roeser, R.W., (2008). Cognitive abilities and motivational processes in science

achievement and engagement: a person-centered analysis, Learning and Individual

Differences, 18, 497-504.



Lee, O., Maerten-Rivera, J., Penfield, R.D., LeRoy, K., & Secada, W.G., (2008). Science

achievement of English language learners in urban elementary schools: results of a first-

year professional development intervention, Journal of Research in Science Teaching,

45(1), 31-52.

Lim, C. & Able-Boone, H., (2005). Diversity competencies with early childhood teacher

preparation: Innovative practices and future directions, Journal of Early Childhood

Teacher Education, 26, 225-238.



Linek, W.M., Sampson, M.B., Gomez, K.A., Linder, P.E., Torti, C., Levingston, C., & Palmer,

J., (2009). Middle school alternatively certified science teachers: resources, teacher

choices, and student achievement, The Journal of Educational Research, 102(6), 403-

412.



Linn, R.L., (2008). Methodological issues in achieving school accountability. Journal of

Curriculum Studies, 40(6), 699-711.



Liu, X., (2008). Applying hierarchical linear models (HLM) to estimate the school and children’s

effects on reading achievement.



Lockwood, J.R., McCaffrey, D.F., Hamilton, L.S., Stecher, B., Le, V., & Martinez, J.F., (2007).

The sensitivity of value-added teacher effect estimates to different mathematics

achievement measures. Journal of Educational Measurement, 44(1), 47-67.



Lockwood, J.R., McCaffrey, D.F., Mariano, L.T., & Setodji, C., (2007). Bayesian methods for

scalable multivariate value-added assessment. Journal of Educational and Behavioral

Statistics, 32(2), 125-150.



Malone, L.M., West, J., Flanagan, K.D., & Park, J., (2006). The early reading and mathematics

achievement of children who repeated kindergarten or who began school a year late, IES

NCES.



Mant, J., Wilson, H., & Coates, D., (2007). The effect of increasing conceptual challenge in

primary science lessons on pupils’ achievement and engagement, International Journal

of Science Education, 29(14), 1707-1719.



Martineau, J.A., (2006). Distorting value added: the use of longitudinal, vertically scaled student

achievement data for growth-based, value-added accountability. Journal of Educational

and Behavioral Statistics, 31(1), 35-62.



McBride, B.A., Dyer, W.J., Liu, Y., Brown, G.L., & Hong, S., (2009). The differential impact of

early father and mother involvement on later student achievement, Journal of

Educational Psychology, 101(2), 498-508.



McCaffrey, D.F., Lockwood, J.R., Koretz, D., Louis, T.A., & Hamilton, L., (2004). Models for

value-added modeling of teacher effects. Journal of Educational and Behavioral

Statistics, 29(1), 67-101.



McCann, T., & Johannessen, L. (2009). Mentoring Matters: The Challenge for Teacher

Education. English Journal, 98(5), 108-111.

Muller, P.A., Stage, F.K., & Kinzie, J., (2001). Science achievement growth trajectories:

understanding factors related to gender and racial-ethnic differences in precollege science

achievement. American Educational Research Journal, 38(4), 981-1012.



Munoz, M.A., Potter, A.P., & Ross, S.M., (2008). Supplemental educational services as a

consequence of the NCLB legislation: evaluating its impact of student achievement in a

large urban district, Journal of Education for Students Placed at Risk, 13, 1-25.



NAEP, (2006). Comparing private schools and public schools using hierarchical linear modeling.

No Child Left Behind Act. (2001). Pub. L. No. 107–110.



Noell, G.H., (2004). Technical Report of: Assessing Teacher Preparation Program Effectiveness:

A Pilot Examination of Value Added Approaches.



Noell, G.H. & Burns, J.L., (2006). Value-added assessment of teacher preparation: An

illustration of emerging technology. Journal of Teacher Education, 57(1), 37-50.



Osborne, J. W., (2000). Advantages of Hierarchical Linear Modeling. Practical Assessment,

Research & Evaluation, 7(1).



Ponitz, C., Rimm-Kaufman, S., Grimm, K., & Curby, T. (2009). Kindergarten Classroom

Quality, Behavioral Engagement, and Reading Achievement. School Psychology Review,

38(1), 102-120.



Pressley, M., Mohan, L., Raphael, L.M., & Fingeret, L., (2007). How does Bennett Woods

Elementary School produce such high reading and writing achievement? Journal of

Educational Psychology, 99(2), 221-240.



Provasnik, S., Gonzales, P., & Miller, D., (2009). U.S. performance across international

assessments of student achievement, NCES.



RAND Research Brief, (2004). The promise and peril of using value-added modeling to measure

teacher effectiveness.



Reckase, M.D., (2001). Methodological issues in describing the features and qualities of teacher

education programs.



Reikeras, E.K.L., (2006). Performance in solving arithmetic problems: a comparison of children

with different levels of achievement in mathematics and reading, European Journal of

Special Needs Education, 21(3), 233-250.



Rothstein, J., (2008). Teacher quality in educational production: tracking, decay, and student

achievement. NBER Working Paper No. 14442.

Rubin, D.B., Stuart, E.A., & Zanutto, E.L., (2004). A potential outcomes view of value-added

assessment in education. Journal of Educational and Behavioral Statistics, 29(1), 103-

116.



Rumberger, R.W. & Palardy, G.J., (2005). Test scores, dropout rates, and transfer rates as

alternative indicators of high school performance. American Educational Research

Journal, 42(1), 3-42.



Schroeder, C.M., Scott, T.P., Tolson, H., Huang, T., & Lee, Y., (2007). A meta-analysis of

national research: effects of teaching strategies on student achievement in science in the

United States, Journal of Research in Science Teaching, 44(10), 1436-1460.



Schulting, A.B., Malone, P.S., & Dodge, K.A., (2005). The effect of school-based kindergarten

transition policies and practices on child academic outcomes. Developmental Psychology,

41(6), 860-871.



Secker, C.V., (2002). Effects of inquiry-based teacher practices on science excellence and equity.

The Journal of Educational Research, 95(3), 151-160.



Shen, C. & Tam, H.P., (2008). The paradoxical relationship between student achievement and

self-perception: a cross-national analysis based on three waves of TIMSS data,

Educational Research and Evaluation, 14(1), 87-100.



Shin, T., (2007). Comparison of three growth modeling techniques in the multilevel analysis of

longitudinal academic achievement scores: latent growth modeling, hierarchical linear

modeling, and longitudinal profile analysis via multidimensional scaling. Asia Pacific

Education Review, 8(2), 262-275.



Shyyan, V., Thurlow, M.L., & Liu, K.K., (2008). Instructional strategies for improving

achievement in reading, mathematics, and science for English language learners with

disabilities, Assessment for Effective Intervention, 33(3), 145-155.



Sun, L., Bender, W. N., & Fore III, C., (2003). Web-based certification courses: The future of

teacher preparation in special education? Teacher Education and Special Education,

26(2), 87-97.



Tienken, C., & Achilles, C. (2003). Changing Teacher Behavior and Improving Student Writing

Achievement. Planning and Changing, 34, 153-168.



Tong, Y. & Kolen, M.J., (2007). Comparisons of methodologies and results in vertical scaling

for educational achievement tests. Applied Measurement in Education, 20(2), 227-253.



Vanneman, A., Hamilton, L., Anderson, J., Rahman, T., & National Center for Education

Statistics, ((2009). Achievement Gaps: How Black and White Students in Public Schools

Perform in Mathematics and Reading on the National Assessment of Educational

Progress. Statistical Analysis Report. NCES 2009-455.

Vinesh, C. & Lloyd M., (2008). The methodological nettle: ICT and student achievement, British

Journal of Educational Technology, 39(6), 1087-1098.



Wiebke, K., & Bardin, J. (2009). New Teacher Support: A Comprehensive Induction Program

Can Increase Teacher Retention and Improve Performance. Journal of Staff Development,

30(1), 34-36.



Wilson, K., & Trainin, G. (2007). First-Grade Students' Motivation and Achievement for

Reading, Writing, and Spelling. Reading Psychology, 28(3), 257-282.



Yoon, K., Duncan, T., Lee, S., Scarloss, B., & Shapley, K. (2007). Reviewing the Evidence on

How Teacher Professional Development Affects Student Achievement. Issues &

Answers. REL 2007-No. 033.



Yu, L. & White, D.B., (2002). Measuring value added school effect on Ohio six-grade

proficiency test results using two-level hierarchical linear modeling.



Zhang, Y. & Zhang, L., (2002). Modeling school and district effects in the math achievement of

Delaware students measured by DSTP: a preliminary application of hierarchical linear

modeling in accountability.


Related docs
Other docs by HC111123235710
Gourmetmenu18082011
Views: 0  |  Downloads: 0
Pressure Regulation Consideration and Issues
Views: 0  |  Downloads: 0
Raport_anualEn_2007
Views: 1  |  Downloads: 0
VFC and MI-VFC Vaccine Management:
Views: 9  |  Downloads: 0
FACTS
Views: 0  |  Downloads: 0
278 Request for Review
Views: 0  |  Downloads: 0
DOT SBIRpresentation8
Views: 0  |  Downloads: 0
THE UNIVERSITY OF SOUTHERN MISSISSIPPI
Views: 0  |  Downloads: 0
OMB CIRCULAR A-133
Views: 1  |  Downloads: 0
Miss Queen City & Miss Center City
Views: 0  |  Downloads: 0
By registering with docstoc.com you agree to our
privacy policy

You are almost ready to download!

You are almost ready to download!