Isllc research List ord, S. M. (1997)



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Cook, T. D. (1996). Inequality in educational achievement: Families are the source, but are schools a prophylactic? In A. Booth & J. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 89-106).Mahwah, NJ: Lawrence Erlbaum Associates.


Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational researcher31(4), 3-14 (JM)

Cook-Sather, A. (2006). ‘Change based on what students say’: preparing teachers for a paradoxical model of leadership. International Journal of Leadership in Education9(4), 345-358. (JM)

Cook-Sather, A. (2006). Sound, presence, and power: “Student voice” in educational research and reform. Curriculum Inquiry36(4), 359-390 (JM)

Cook-Sather, A. (2007). Translating researchers: Re-imagining the work of investigating students’ experiences in school. In International handbook of student experience in elementary and secondary school (pp. 829-871). Springer Netherlands.

Cooley, V. E., & Shen, J. (2003). School accountability and professional job responsibilities: A perspective from secondary principals. NASSP Bulletin, 87(634), 10 -25.

Cooley, V. E., & Shen, J. (2003). School accountability and professional job responsibilities: A perspective from secondary principals. NASSP Bulletin, 87(634), 10 -25.

Cooper, B. S., & Sureau, J. (2007). The politics of homeschooling: New developments, new challenges. Educational Policy, 21(1), 110-131.

Cooper, B.S. (2005). Preface: An introduction to homeschooling. In B.S. Cooper (Ed.), Home schooling in full view, pp. ix-xix. Greenwich, CT: Information Age Publishing.

Cooper, C. R., Ayers‐Lopez, S., & Marquis, A. (1982). Children's discourse during peer learning in experimental and naturalistic situations. Discourse Processes5(2), 177-191.

Cooper, J. E., Ponder, G., Merritt, S., & Matthews, C. (2005). High-performing high schools: Patterns of success. NASSP Bulletin, 89(645), 2–23.

Cooper, J., Ponder, G., Merritt, S., & Matthews, C. (2005). High-performing high schools: Patterns of success. NASSP Bulletin, 89(645), 2-23.

Cooper, R. (1996). Detracking reform in an urban California high school: Improving the schooling experiences of African American students. Journal of Negro Education, (65)2, 190–208.

Cooper, R. (1996). Detracking reform in an urban California high school: Improving the schooling experiences of African American students. Journal of Negro Education, (65)2, 190–208.

Cooper, R. (1999). Urban school reform: Student responses to detracking in a racially mixed high school. Journal of Education for Students Placed At Risk, 4(3), 259-275.

Cooper, R. (1999). Urban school reform: Student responses to detracking in a racially mixed high school. Journal of education for students placed at risk, 4(3), 259.

Cooper, R. (2000, January). Urban school reform from a student-of-color perspective. Urban Education, 34(5), 597-622.

Cordray, D.S., Pion, G.M. (1991), What's behind the numbers? Definitional issues in counting the homeless. Housing Policy Debate, 2, 587-616. [no issue #]

Correnti, R., & Rowan, B. (2007). Opening up the black box: Literacy instruction in schools participating in three comprehensive school reform programs. American Educational Research Journal, 44(2), 248-291.

Cosner, S. (2009). Building organizational capacity through trust. Educational Administration Quarterly, 45(2), 248-291.

Cosner, S. (2011). Supporting the initiation and early development of evidence-based grade-level collaboration in urban elementary schools: Key roles and strategies of principals and literacy coordinators. Urban Education, 46(4), 786-827.

Cosner, S. (2011). Supporting the initiation and early development of evidence-based grade-level collaboration in urban elementary schools: Key roles and strategies of principals and literacy coordinators. Urban Education, 46(4), 786-827.

Costenbader, V., & Markson, S. (1998). School suspension: A study with secondary school students. Journal of School Psychology, 36(1), 59-82.

Cotterell, J. L. (1992). The relation of attachments and supports to adolescent well-being and school adjustment. Journal of Adolescent Research7(1), 28-42.

Cotton, K. (1996). School size, school climate, and student performance. Portland, OR: Northwest Regional Educational Laboratory.

Cotton, K. (2000). The schooling practices that matter most. Alexandria, VA: Association for Supervision and Curriculum Development.

Cotton, K. (2000). The schooling practices that matter most. Alexandria, VA: Association for Supervision and Curriculum Development.

Cotton, K. (2003). Principals and student achievement: What the research says. Alexandria, VA: Association for Supervision and Curriculum Development.

Cotton, K. (2003). Principals and student achievement: What the research says. Alexandria, VA: Association for Supervision and Curriculum Development.

Coyle, M. (1997). Teacher leadership vs. school management: Flatten the hierarchies. Teacher Leadership, 70(5), 236-239.

Craig, C. (2009). Research in the midst of organized school reform: Versions of teacher community in tension. American Educational Research Journal, 46(2), 598-619.

Craig, C. (2009). Research in the midst of organized school reform: Versions of teacher community in tension. American Educational Research Journal, 46(2), 598-619.

Craig, T., & Hodson, S. (1998). Homeless youth in London: Childhood antecedents and psychiatric disorder. Psychological Medicine, 28, 1379-1388. [no issue #]

Craig, W. M., Pepler, D., & Atlas, R. (2000). Observations of bullying in the playground and in the classroom. School Psychology International, 21(1), 22-36.

Creemers, B. P. M., & Reezigt, G. J. (1996). School level conditions affecting the effectiveness of instruction. School Effectiveness and School Improvement, 7(3), 197–228.

Creemers, B. P. M., & Reezigt, G. J. (1996). School level conditions affecting the effectiveness of instruction. School Effectiveness and School Improvement, 7(3), 197–228.

Cremin, L. A. (1955). The revolution in American secondary education, 1893-1918. Teachers College Record, 56(6), 295-308.

Cremin, L. A. (1955). The revolution in American secondary education, 1893-1918. Teachers College Record, 56(6), 295-308.

Cremin, L. A. (1961). The transformation of the school: Progressivism in American education 1876-19957. New York: Vintage.

Cremin, L. A. (1961). The transformation of the school: Progressivism in American education 1876-19957. New York: Vintage.

Cremin, L.A. (1955). The revolution in American secondary education, 1893-1918. Teachers College Record, 56(6), 295-308.

Cremin, L.A. (1961). The transformation of the school: Progressivism in American education 1876-1957. New York: Vintage.

Crick, N. R., & Grotpeter, J. K. (1996). Children's treatment by peers: Victims of relational and overt aggression. Development and Psychopathology8(02), 367-380.

Cronin, T. E. (1989). Direct democracy: The politics of initiative, referendum, and recall. Cambridge, MA: Harvard University Press.

Cronin, T. E. (1989). Direct democracy: The politics of initiative, referendum, and recall. Cambridge, MA: Harvard University Press.

Cronin, T.E. (1989). Direct democracy: The politics of initiative, referendum, and recall. Cambridge, MA: Harvard University Press.

Croninger, R., & Lee, V. (2001). Social capital and dropping out of high school: Benefits to at-risk students of teachers’ support and guidance. Teachers College Record, 103(4), 548-581.

Crosnoe, R. (2011). Fitting in, standing out: Navigating the social challenges of high school to get an education. Cambridge: Cambridge University Press.

Crosnoe, R. (2011). Fitting in, standing out: Navigating the social challenges of high school to get an education. Cambridge: Cambridge University Press.

Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education77(1), 60-81.

Crothers, L. M., & Levinson, E. M. (2004). Assessment of bullying: A review of methods and instruments. Journal of Counseling & Development82(4), 496-503. (DT)

Crow, G. M., & Pounder, D. G. (2000, April). Interdisciplinary teacher teams: Context, design, and process. Educational Administration Quarterly, 36(2), 216-254.

Crow, G. M., Hausman, C. S., & Scribner, J. P. (2002). Reshaping the role of the school principal. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century (pp. 189-210). Chicago: University of Chicago Press.

Crowley, S. (2003). The affordable housing crisis: Residential mobility of poor families and school mobility of poor children. Journal of Negro Education, 72(1), 22-38.

Crowther, F., Kaagan, S. S., Ferguson, M., & Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin Press.

Crowther, F., Kaagan, S. S., Ferguson, M., & Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin Press.

Cruddas. (2001). Rehearsing for reality: Young women’s voices and agendas for change. Forum, 43(2), 62. JM

Crum, K. S., & Sherman, W. H. (2008). Facilitating high achievement: High school principals’ reflections on their successful leadership practices. Journal of Educational Administration, 46(5), 562–580.

Crum, K. S., & Sherman, W. H. (2008). Facilitating high achievement: High school principals’ reflections on their successful leadership practices. Journal of Educational Administration, 46(5), 562–580.

Csikszentmihalyi, M., & Larson, R. (1984). Being adolescent: Conflict and growth in the teenage years. New York: Basic Books.

Cuban, L. (1973). Ethnic content and" White" instruction. Teaching ethnic studies: Concepts and strategies, 103-114.

Cuban, L. (1984a). How teachers taught: Consistency and change in America's classrooms. New York: Longman.

Cuban, L. (1984b). School reform by remote control: SB 813 in California. Phi Delta Kappan, 66(3), 213-215.

Cuban, L. (1988). The managerial imperative and the practice of leadership in schools. Albany, NY: State University of New York Press.

Cuban, L. (1988). The managerial imperative and the practice of leadership in schools. Albany, NY: State University of New York Press.

Cuijpers, P. (2002). Effective ingredients of school-based drug prevention programs: A systematic review. Addictive Behaviors, 27(6), 1009-1023.

Cuilla, K., Lee, P., Dobyns, L., Walsch, C., & Fernandes, H. (2012). Impacting rural academic achievement and economic development: The case of new tech network high schools. Paper presented at the Annual Meeting of the University Council for Education Administration, Vancouver, British Columbia, Canada. Retrieved from ERIC database.



culturally responsive schools. Charleston, WV: Appalachia Educational Lab.

Cunningham, C. (2003). Trends and Issues: Social and Economic Context. Office of Educational Research and Improvement, Washington, DC.

Currie, J. (2005). Health disparities and gaps in school readiness. The Future of Children,

Currie, J., & Thomas, D. (1995). Does Head Start make a difference? American

Curry, M. (2008). Critical friends groups: The possibilities and limitations embedded in teacher professional communities aimed at instructional improvement and school reform. The Teachers College Record, 110(4), 733–774.

Curry, M. (2008). Critical friends groups: The possibilities and limitations embedded in teacher professional communities aimed at instructional improvement and school reform. The Teachers College Record, 110(4), 733–774.

Cusick, P. A. (1983). The egalitarian ideal and the American high school: Studies of three schools. New York: Longman.

D’Ercole, A., & Struening, E. (1990). Victimization among homeless women: Implications for service delivery. Journal of Community Psychology, 18(2), 141-152

Dabady, M. (2003). Measuring racial disparities and discrimination in elementary and

Dahl, K. L. (1995). Challenges in understanding the learner's perspective.Theory into Practice34(2), 124-130. (JM)

Dahlquist, K., York-Barr, J. & Hendel, D.D. (2006). The choice to homeschool: Home educator perspectives and school district options. Journal of School Leadership, 16(4), 354-385.

Dahrendorf, R. (1995). A precarious balance: Economic opportunity, civil society and political liberty. The Responsive Community, 13-19. (

Dahrendorf, R. (1995). A precarious balance: Economic opportunity, civil society and political liberty. The Responsive Community, 13-19.

Dahrendorf, R. (1995, Summer). A precarious balance. Economic opportunity, civil society, and political liberty. The Responsive Community, 13-39.

Dalaimo, D. (1996). Community home education: A case study of a public school-based home schooling program. Educational Research Quarterly, 19(4), 3-22.

Daniels, J. (1992). Empowering homeless children through school counseling. Elementary School Guidance and Counseling, 27(2), 104-112.

Daniels, J. (2005). Homeless students: Recommendations and school counselors based on semistructured interviews. The School Counselor, 42(5), 346-352.

Daniels, J., D'Andrea, M., Omizo, M., & Pier, P. (1999). Group work with homeless youngsters and their mothers. Journal for Specialists in Group Work, 24(2), 164-185.

Dannetta, V. (2002). What factors influence a teacher’s commitment to student learning? Leadership and Policy in Schools, 1(2), 144-171.

Dannetta, V. (2002). What factors influence a teacher’s commitment to student learning? Leadership and Policy in Schools, 1(2), 144-171.

Darity, Jr., W., Castellino, D., Tyson, K., Cobb, C., & McMillen, B. (2001). Increasing opportunity to learn via access to rigorous courses and programs: One strategy for closing the achievement gap for at-risk and ethnic minority students. Raleigh,NC: North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability.

Darity, Jr., W., Castellino, D., Tyson, K., Cobb, C., & McMillen, B. (2001). Increasing

Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.

Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.

Darling-Hammond, L., & Post, L. (2000). Inequality in teaching and schooling: Supporting high-quality teaching and leadership in low-income schools. In R.D. Kahlenberg (Ed.). A notion at risk: Preserving public education as an engine of social mobility (pp. 127-167). New York: The Century Foundation Press.

Darling-Hammond, L., & Post, L. (2000). Inequality in teaching and schooling: Supporting high-quality teaching and leadership in low-income schools. In R. D. Kahlenberg (Ed.), A notion at risk: Preserving public education as an engine of school mobility (pp. 127-167). New York: The Century Foundation Press.

Darling-Hammond, L., Ancess, J., & Ort, S. (2002). Reinventing high school: Outcomes of the coalition campus schools project. American Educational Research Journal, 39(3), 639-673.

Darling-Hammond, L., Ancess, J., & Ort, S. W. (2002). Reinventing high school: Outcomes of the coalition campus schools project. American Educational Research Journal, 39(3), 639–673.

Darling-Hammond, L., Bullmaster, M. L., & Cobb, V. L. (1995). Rethinking teacher leadership through professional development schools. The Elementary School Journal, 96(1), 87-107.

Datnow, A., & Castellano, M. E. (2001). Managing and guiding school reform: Leadership in Success for All schools. Educational Administration Quarterly, 37(2), 219-249.

Datnow, A., & Castellano, M. E. (2001). Managing and guiding school reform: Leadership in Success for All schools. Educational Administration Quarterly, 37(2), 219-249.

Datnow, A., & Castellano, M.E. (2003). Success for All: District and School Leadership. In J. Murphy & A. Datnow (Eds.), Leadersip lessons from comprehensive school reforms (pp. 187-208). Thousand Oaks, CA: Corwin Press.

Datnow, A., Borman, G. D., Stringfield, S., Overman, L. T., & Castellano, M. (2003). Comprehensive school reform in culturally and linguistically diverse contexts: Implementation and outcomes from a four-year study. Educational Evaluation and Policy Analysis, 25(2), 143-170.

Datnow, A., Park, V., & Kennedy, B. (2008). Acting on data: How urban high schools use data to improve instruction. Los Angeles, CA: Center on Educational Governance.

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Davidson, H. H., & Lang, G. (1960). Children’s Perceptions of Their Teachers’ Feelings toward Them Related to Self-Perception, School Achievement and Behavior. The Journal of Experimental Education, 29(2), 107–118. (JM)

Davis, H. A. (2001). The quality and impact of relationships between elementary school students and teachers. Contemporary Educational Psychology26(4), 431-453.

Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development. Educational Psychologist38(4), 207-234.(JM)

Davison, M.L., Young, S.S., Davenport, E.C., Butterbaugh, D., & Davison, L.J. (2004). When do children fall behind? What can be done? Phi Delta Kappan, 85(10), 752-761.

Davison, M.L., Young, S.S., Davenport, E.C., Butterbaugh, D., & Davison, L.J. (2004, June). When do children fall behind? What can be done? Phi Delta Kappan, 85(10), 752-761.

Day, C. (2005). Sustaining success in challenging contexts: Leadership in English schools. Journal of Educational Administration, 43(6), 573-583.

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Demaray, M. K., & Malecki, C. K. (2002b). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213-214.

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differences in achievement as children begin schools. Washington, DC:

differences in achievement. Phi Delta Kappan, 78(1), 9-13.

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Dinham, S. (2005). Principal leadership for outstanding educational outcomes. Journal of Educational Administration, 43(4), 338–356.

Dinham, S. (2005). Principal leadership for outstanding educational outcomes. Journal of Educational Administration, 43(4), 338–356.

Dinham, S., Cairney, T., Craigie, D., & Wilson, S. (1995). School climate and leadership: Research into three secondary schools. Journal of Educational Administration, 33(4), 36–58.

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