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



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Gonzalez, M.L. (1992). Educational climate for the homeless: Cultivating the family and school relationship. In J. H. Stronge (Ed.), Educating homeless children and adolescents: Evaluating policy and practice (pp. 194-211). Newbury Park, CA: Sage Publications, Inc.

Gonzalez, R., & Padilla, A. (1997). The academic resilience of Mexican American high school students. Hispanic Journal of Behavioral Sciences, 19(3), 301-317.

Gonzalez, R., & Padilla, A. M. (1997a). The Academic Resilience of Mexican American High School Students. Hispanic Journal of Behavioral Sciences, 19(3), 301–317. doi:10.1177/07399863970193004

Good, T.L. (1981). Teacher expectations and student perceptions: A decade of research. Educational Leadership, 38(5), 415-422.

Good, T.L., & Marshall, S. (1984). Do students learn more in heterogeneous or homogeneous groups? In P.L. Peterson, L.C. Wilkinson, & M. Hallinan (Eds.), The social context of instruction: Group organization and group processes (pp. 15-38). Orlando, FL: Academic Press.

Good, T.L., Grouws, D., & Ebmeier, H. (1983). Active mathematics teaching. New York: Longman.

Goode, S.C., & Shaw, E.C. (2006). Homelessness and young children: Early childhood care and education. Minibibliography. National Early Childhood Technical Assistance Center (NECTAC), Chapel Hill, NC. http://www.nectac.org/pubs/pubs.asp

Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13(1), 21-43.

Goodenow, C. (1993). Classroom belonging among early adolescent students relationships to motivation and achievement. The Journal of Early Adolescence13(1), 21-43.

Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools30(1), 79-90.

Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71.JM

Goodlad, J. I. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.

Goodlad, J. I. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.

Goodman, L. (1991). The prevalence of abuse among homeless and housed poor mothers: A comparison study. American Journal of Orthopsychiatry, 61(4), 489-500.

Gorder, C. (1990). Home schools: An alternative. Tempe, AZ: Blue Bird Publishing.

Gordon, E.W., & Bridglall, B.L. (2007). Affirmative development: Cultivating academic

Gordon, E.W., Frede, E., & Irvine, J.J. (2004, Spring). Affirmative student development: Closing the achievement gap by developing human capital. ETS Policy Notes, 12(2), 1-12.

Gordon, M.T. (1976, January). A different view of the IQ-achievement gap. Sociology of Education, 49(1), 4-11.

Gore, A. (1990). Public policy and the homeless. American Psychologist. 45(8), 960-962.

Gormley, W.T. (1991). Two cheers for privatization. In W.T. Gormley (Ed.), Privatization and its alternatives (pp. 307-318). Madison: The University of Wisconsin Press.

Gottfredson, D & Wilson, D. (2003). Characteristics of effective school-based substance abuse prevention. Prevention Science, 4(1), 27-38.

Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology86(1), 104.

Gottfried, P. (1993). The conservative movement (Rev. ed.). New York: Twayne.

Graham, G. (1995). Physical education through students’ eyes and in students’ voices: Introduction. Journal of Teaching in Physical Education,14(4), 364-371.

Graham, S., Taylor, A. Z., & Hudley, C. (1998). Exploring achievement values among ethnic minority early adolescents. Journal of Educational Psychology,90(4), 606. (DT)

Gray, D.W. (1998). A Study of the Academic Achievements of Home-Schooled Students Who Have Matriculated into Postsecondary Institutions." Doctoral Dissertation. Sarasota, FL: University of Sarasota.

Gray, J., Hopkins, D., Reynolds, D., Wilcox, B., Farrell, S., & Jesson, D. (1999). Improving schools: Performance and potential. Philadelphia: Open University Press.

Gray, J., Hopkins, D., Reynolds, D., Wilcox, B., Farrell, S., & Jesson, D. (1999). Improving schools: Performance and potential. Philadelphia: Open University Press.

Gray, S. (1993). Why some parents choose to home school. Home School Researcher, 9(4), 1-12.

Green, C., & Hoover-Dempsey, K. (2007). Why do parents homeschool? A systematic examination of parental involvement. Education and Urban Society, 39(2), 264-285.

Greenberg, M., & Baumohl, J. (1996). Income maintenance: Little help now, less on the way. In J. Baumohl (Ed.), Homelessness in America (pp. 63-77). Phoenix, AZ: Oryx Press.

Greenblatt, M. (1992). Deinstitutionalization and reinstitutionalization of the mentally ill. In M. Robertson & M. Greenblatt (Eds.), Homelessness: A National Perspective, (pp. 47-56). New York: Plenum Press.

Greenblatt, M., & Robertson, M. (1993). Life-styles, adaptive strategies, and sexual behaviors of homeless adolescents. Hospital and Community Psychology, 44(12), 1177-1180.

Greene, J. C., & Lee, J. H. (2006). Quieting educational reform... with educational reform. American Journal of Evaluation, 27(3), 337–352.

Greene, J. C., & Lee, J. H. (2006). Quieting educational reform... with educational reform. American Journal of Evaluation, 27(3), 337–352.

Greene, J., Ennett, S., Ringwalt, C. (1999). Prevalance and correlates of survival sex among runaway and homeless youth. American Journal of Public Health, 89(9), 1406-1409.

Greene, J., Ringwalt, C., & Iachan, R. (1997). Shelters for runaway and homeless youth: Capacity and occupancy. Child Welfare, 76(4), 549-561.

Greene, J., Ringwalt, C., Kelly, J., Iachan, R., & Cohen, Z. (1995). Youth with runaway, throwaway, and homeless experiences: Prevalence, drug use, and other at-risk behaviors (Volumes 1 & 2, final report under contract no. 105-90-1703). Research Triangle Park, NC: Administration for Children and Families, Research Triangle Institute.

Griffin, G. A. (1995). Influences of shared decision making on school and classroom activity: Conversations with five teachers. The Elementary School Journal, 96(1), 29-45.

Griffith, J. (2001). Principal leadership of parent involvement. Journal of Educational Administration, 39(2), 162–186.

Grissmer, D., Flanagan, A., & Williamson, S. (1998). Why did the black-white score gap

Grissmer, D., Flanagan, A., & Williamson, S. (1998). Why did the black-white score gap

Grissom, J., & Andersen, S. (2012). Why superintendents turn over. Forthcoming in American Educational Research Journal.

Grissom, J., & Keiser, L. (2011). A supervisor like me: Race, representation, and the satisfaction and turnover decisions of public sector employees. Journal of Policy Analysis and Management, 30(3), 557-580.

Grissom, J., & Keiser, L. (2011). A supervisor like me: Race, representation, and the satisfaction and turnover decisions of public sector employees. Journal of Policy Analysis and Management, 30(3), 557-580.

Grissom, J., & Loeb, S. (2011). Triangulating principal effectiveness: How perspectives of parents, teachers, and assistant principals identify the central importance of managerial skills. American Educational Research Journal, 48(5), 1091-1123.

Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of educational psychology81(2), 143.

Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children's perceptions of their parents. Journal of educational psychology83(4), 508-517. JM

Gronn, P. (2009). Hybrid leadership. In K. Leithwood, B. Mascall, & T. Strauss (Eds.), Distributed leadership according to the evidence (pp. 17-39). London: Routledge.

Gronn, P. (2009). Hybrid leadership. In K. Leithwood, B. Mascall, & T. Strauss (Eds.), Distributed leadership according to the evidence (pp. 17-39). London: Routledge.

Groover, S., & Endsley, R. (1988). Family environment and attitudes of homeschoolers and non-homeschoolers. Unpublished master’s thesis, University of Georgia.

Gross, B., Booker, T., & Goldhaber, D. (2009). Boosting student achievement: The effect of comprehensive school reform on student achievement. Educational Evaluation and Policy Analysis, 31(2), 111-126.

Grosslight, L., Unger, C., Jay, E., & Smith, C. L. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28(9), 799–822. doi:10.1002/tea.3660280907

Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012.

Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012.

Grubb, W. N., & Flessa, J. J. (2006, Oct). “A job too big for one”: Multiple principals and other nontraditional approaches to school leadership. Educational Administration Quarterly, 42(4), 518-550.

Guest, A., & Schneider, B. (2003). Adolescents’ extracurricular participation in context: The mediating effects of schools. Sociology of Education, 76(2), 89-109.

Gulati, P. (1992). Ideology, public policy, and homeless families. Journal of Sociology and Social Welfare, 113(19), 113-128.

Gurr, D, Drysdale, L., Mulford, N. (2005). Successful principal leadership: Australian case studies. Journal of Educational Administration, 43(6), 539–551.

Gurr, D, Drysdale, L., Mulford, N. (2005). Successful principal leadership: Australian case studies. Journal of Educational Administration, 43(6), 539–551.

Gurr, D., Drysdale, L., & Mulford, B. (2006). Models of successful principal leadership. School Leadership and Management, 26(4), 371–395.

Gurr, D., Drysdale, L., & Mulford, B. (2006). Models of successful principal leadership. School Leadership and Management, 26(4), 371–395.

Guskey, T. R. (2003). Analyzing lists of the characteristics of effective professional development to promote visionary leadership. NASSP Bulletin, 87(637), 4-20.

Guskey, T. R. (2003). Analyzing lists of the characteristics of effective professional development to promote visionary leadership. NASSP Bulletin, 87(637), 4-20.

Gustavsen, G. (1981) Selected characteristics of home schools and parents who operate them. Dissertation, Andrews University, Berrien Springs, MI.

Guterson, D. (1992). Family matters: Why homeschooling makes sense. New York, Harcourt Brace Jovanovich.

Gwadz, M., Gostnell, K., Smolenski, C. Willis, B., Nish, D., Nolan, T., Tharaken, M., & Ritchie, A. (2009). The initiation of homeless youth into the street economy. Journal of Adolescence, 32(2), 357-377.

Hadderman, M. (2002). Homeschooling. Trends and issues. Eugene, OR: ERIC Clearinghouse on Educational Management, University of Oregon.

Hadeed, H. (1991). Home schooling movement participation: A theoretical framework. Home School Researcher, 7(2), 1-9.

Hadfield, M., & Haw, K. (2001). ‘Voice’, young people and action research.Educational action research9(3), 485-502.

Hagan, J., & McCarthy, B. (1997). Mean streets: Youth crime and homelessness. New York: Cambridge University Press.

Hakuta, K. (2002). English language learner access to basic educational necessities in

Halcon, L., & Lifson, A. (2004). Prevalence and predictors of sexual risks among homeless youth. Journal of Youth and Adolescence, 33(1), 71-80.

Hale-Benson, J. (1990). Achieving equal educational outcomes for black children. In A.

Hall, P.M. (2001). Social class, poverty, and schooling: Social contexts, educational practices and policy options. In B.J. Biddle (Ed.), Social class, poverty, and education: Policy and practice (pp. 213-242). New York: Routledge.

Hallett, R. (2007, fall). Education and homeless youth: Policy implementations. The Navigator: Directions and Trends in Higher Education Policy, 7(1), 1-7.

Hallfors, D., Vevea, J. L., Iritani, B., Cho, H. S., Khatapoush, S., & Saxe, L. (2002). Truancy, grade point average, and sexual activity: A meta-analysis of risk indicators for youth substance use. Journal of School Health, 72(5), 205–211.

Hallinan, M. T. (2001). Sociological perspectives on black-white inequalities in American schooling. Sociology of Education, 74(0), 50-70.

Hallinan, M. T., & Kubitschek, W. N. (1999). Curriculum differentiation and high school achievement. Social Psychology of Education, 3(1), 41-62.

Hallinan, M.T. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.

Hallinan, M.T. (2001). Sociological perspectives on black-white inequalities in American

Hallinan, M.T., & Sorensen, A.B. (1983). The formation and stability of instructional groups. American Sociological Review, 48(6), 838-851.

Hallinger, P. & Heck, R. (1998). Exploring the principal's contribution to school effectiveness: 1980-1995, School Effectiveness and School Improvement, 9(2), 157-191.

Hallinger, P. & Heck, R. (1998). Exploring the principal's contribution to school effectiveness: 1980-1995, School Effectiveness and School Improvement, 9(2), 157-191.

Hallinger, P. (2013a). Reviewing reviews of research in educational leadership: A proposed conceptual framework and empirical assessment. Unpublished manuscript.

Hallinger, P. (2013b). A proposed conceptual framework for conducting systematic reviews of research in educational leadership. Unpublished manuscript.

Hallinger, P., & Heck, R. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement? Educational Management Administration & Leadership, 38(6), 654 -678.

Hallinger, P., & Heck, R. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32(1), 5-44.

Hallinger, P., & Heck, R. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32(1), 5-44.

Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. Elementary School Journal, 86(2), 217247.

Hallinger, P., & Murphy, J. (1985, November). Assessing the instructional management

Hallinger, P., & Murphy, J. (1986). The social context of effective schools. American Journal of Education, 94(3), 328355.

Hallinger, P., & Murphy, J. (1987a). Assessing and developing principal instructional leadership. Educational Leadership, 45(1), 5461.

Hallinger, P., & Murphy, J. (1987b). Instructional leadership in the school context. In William Greenfield (Ed.), Instructional leadership: Problems, issues, and controversies. Boston: Allyn and Bacon.

Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership, and student reading achievement. The Elementary School Journal, 96(5), 527-549.

Hallinger, P., Murphy, J., Weil, M., Mesa, R. P., & Mitman, A. (1983). School effectiveness: Identifying the specific practices and behaviors for principals. NASSP Bulletin, 67(463), 8391.

Halpern-Felsher, B.L., Connell, J.P., Spencer, M.B., Aber, J.L., Duncan, G.J., Clifford, E., Crichlow, W.E., Usinger, P.A., Cole, S.P., Allen, L., & Seidman, E. (1997). Neighborhood and family factors predicting educational risk and attainment in African American and White children and adolescents. In J. Brooks-Gunn, G.J., Duncan, & J.L. Aber (Eds.), Neighborhood poverty: Context and consequences (Vol. l, pp. 79-118). New York: Russell Sage Foundation.

Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2007). The new instructional leadership: Creating data-driven instructional systems in school. Journal of School Leadership, 17(2), 159-194.

Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2007). The new instructional leadership: Creating data-driven instructional systems in school. Journal of School Leadership, 17(2), 159-194.

Hamilton, L. S., McCaffrey, D. F., Stecher, B. M., Klein, S. P., Abby, Robyn, & Bugliari, D. (2003). Studying large-scale reforms of instructional practice: An example from mathematics and science. Educational Evaluation and Policy Analysis, 25(1), 1-29.

Hamilton, L. S., McCaffrey, D. F., Stecher, B. M., Klein, S. P., Abby, Robyn, & Bugliari, D. (2003). Studying large-scale reforms of instructional practice: An example from mathematics and science. Educational Evaluation and Policy Analysis, 25(1),

Hamilton, L. S., Stecher, B. M., Russell, J. L., Marsh, J. A., & Miles, J. (2008). Accountability and teaching practices: School-level actions and teacher responses. In B. Fuller, M. K. Henne, E. Hannum (Eds.) Strong States, weak schools: The benefits and dilemmas of centralized accountability (Research in the Sociology of Education, Vol. 16, pp. 31-66). St. Louis, MO: Emerald Group Publishing. (JM)

Hamilton, S. F. (1983). The social side of schooling: Ecological studies of classrooms and schools. The Elementary School Journal. JM

Hammer, H., Finkelhor, D., & Sedlak, A. (2002). Runaway/thrownaway children: National estimates and characteristics. National incidence studies of missing, abducted, runaway and thrownaway children. U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention.

Handler, J. (1992). The modern pauper: The homeless in welfare history. In M. Robertson & M. Greenblatt (Eds.), Homelessness: A National perspective, (pp. 35-46). New York: Plenum Press.

Hanke, S.H. (1985). The theory of privatization. In S.M. Butler (Ed.). The privatization option: A strategy to shrink the size of government (pp. 1-14). Washington, DC: The Heritage Foundation.

Hanke, S.H., & Dowdle, B. (1987). Privatizing the public domain. In S.H. Hanke (Ed.), Prospects for privatization. Proceedings of the Academy of Political Science (Vol. 36, No. 3; pp. 114-123). Montpelier, VT: Capital City Press.

Hanna, L.G. (2011). Homeschooling education: Longitudinal study of methods, materials, and curricula. Education and Urban society, 43(3), 1-23.

Hannay, L. M., & Ross, J. A. (1997, December). Initiating secondary school reform: The dynamic relationship between restructuring, reculturing, and retiming [Special Issue]. Educational Administration Quarterly, 33(1), 576-603.

Hanson, E.M. (1991). School-based management and educational reform: Cases in the USA and Spain. East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. ED 336 832).

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Hardenbaugh, N. (2005). Through the lens of homeschooling: A response to Michael Apple and Rob Reich. In B.S. Cooper (Ed.), Home schooling in full view, pp. 97-108. Greenwich, CT: Information Age Publishing.

Hardin, B. (1996). Why the road off the street is not paved with jobs. In J. Baumohl (Ed.), Homelessness in America (pp. 46-62). Phoenix, AZ: Oryx Press.

Hardin, H. (1989). The privatization putsch. Halifax, Canada: The Institute for Research on Public Policy.

Harper, D. (2002). Talking about pictures: a case for photo elicitation. Visual studies17(1), 13-26. JM

Harris, A. (2003). Teacher leadership as distriubuted leadership: Heresy, fantasy or possibility? School Leadership & Management, 23(3), 313-324.

Harris, A. (2003). Teacher leadership as distriubuted leadership: Heresy, fantasy or possibility? School Leadership & Management, 23(3), 313-324.

Harris, A. (2004). Distributed leadership and school improvement. Educational Management Administration & Leadership, 32(1), 11 -24.

Harris, A. (2009). Distributed leadership and knowledge creation. In K. Leithwood, B. Mascall, & T. Strauss (Eds.), Distributed leadership according to the evidence. London: Routledge.

Harris, A. (2009). Distributed leadership and knowledge creation. In K. Leithwood, B. Mascall, & T. Strauss (Eds.), Distributed leadership according to the evidence. London: Routledge.

Harris, D.N. & Herrington, C.D. (2006, February). Accountability, standards, and the growing achievement gap: Lessons from the past half-century. American Journal of Education, 112(2), pp. 209-238.

Harris, D.N., & Herrington, C.D. (2006). Accountability, standards, and the growing achievement gap: Lessons from the past half-century. American Journal of Education, 112(2), 209-238.

Harrison, J. W., & Lembeck, E. (1996). Emergent teacher leaders. In G. Moller & M. Katzenmeyer (Eds.), Every teacher as a leader: Realizing the potential of teacher leadership (pp. 101-116). San Francisco: Jossey-Bass.

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Hart, A. W. (1994, November). Creating teacher leadership roles. Educational Administration Quarterly, 30(4), 472-497.

Hart, A. W. (1995, September). Reconceiving school leadership: Emergent view. The Elementary School Journal, 96(1), 9-28.

Hart, B., & Risley, T.R. (1995). Meaningful differences in the everyday experience of young children. Baltimore: Paul H. Brookes.

Hart, R. A. (1997). Children's participation: the theory and practice of involving young citizens in community development and environmental care. Earthscan. (JM)

Harter, S., Waters, P. L., & Whitesell, N. R. (1997). Lack of voice as a manifestation of false self-behavior among adolescents: The school setting as a stage upon which the drama of authenticity is enacted. Educational Psychologist32(3), 153-173. JM

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