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Results: 26-50/196
Authors:
Kahne, J
Bailey, K
Citation: J. Kahne et K. Bailey, The role of social capital in youth development: The case of "I Have a Dream" programs, EDUC EVAL P, 21(3), 1999, pp. 321-343
Authors:
Grissmer, D
Citation: D. Grissmer, Special issue - Class size: Issues and new findings - Introduction, EDUC EVAL P, 21(2), 1999, pp. 93-95
Authors:
Finn, JD
Achilles, CM
Citation: Jd. Finn et Cm. Achilles, Tennessee's class size study: Findings, implications, misconceptions, EDUC EVAL P, 21(2), 1999, pp. 97-109
Authors:
Ritter, GW
Boruch, RF
Citation: Gw. Ritter et Rf. Boruch, The political and institutional origins of a randomized controlled trial on elementary school class size: Tennessee's project STAR, EDUC EVAL P, 21(2), 1999, pp. 111-125
The long-term effects of small classes: A five-year follow-up of the Tennessee class size experiment
Authors:
Nye, B
Hedges, LV
Konstantopoulos, S
Citation: B. Nye et al., The long-term effects of small classes: A five-year follow-up of the Tennessee class size experiment, EDUC EVAL P, 21(2), 1999, pp. 127-142
Authors:
Hanushek, EA
Citation: Ea. Hanushek, Some findings from an independent investigation of the Tennessee STAR experiment and from other investigations of class size effects, EDUC EVAL P, 21(2), 1999, pp. 143-163
Authors:
Molnar, A
Smith, P
Zahorik, J
Palmer, A
Halbach, A
Ehrle, K
Citation: A. Molnar et al., Evaluating the SAGE program: A pilot program in targeted pupil-teacher reduction in Wisconsin, EDUC EVAL P, 21(2), 1999, pp. 165-177
Authors:
Brewer, DJ
Krop, C
Gill, BP
Reichardt, R
Citation: Dj. Brewer et al., Estimating the cost of national class size reductions under different policy alternatives, EDUC EVAL P, 21(2), 1999, pp. 179-192
Authors:
Betts, JR
Shkolnik, JL
Citation: Jr. Betts et Jl. Shkolnik, The behavioral effects of variations in class size: The case of math teachers, EDUC EVAL P, 21(2), 1999, pp. 193-213
Authors:
Rice, JK
Citation: Jk. Rice, The impact of class size on instructional strategies and the use of time in high school mathematics and science courses, EDUC EVAL P, 21(2), 1999, pp. 215-229
Authors:
Grissmer, D
Citation: D. Grissmer, Class size effects: Assessing the evidence, its policy implications, and future research agenda, EDUC EVAL P, 21(2), 1999, pp. 231-248
Authors:
Spillane, JP
Zeuli, JS
Citation: Jp. Spillane et Js. Zeuli, Reform and teaching: Exploring patterns of practice in the context of national and state mathematics reforms, EDUC EVAL P, 21(1), 1999, pp. 1-27
Authors:
Mayer, DP
Citation: Dp. Mayer, Measuring instructional practice: Can policymakers trust survey data?, EDUC EVAL P, 21(1), 1999, pp. 29-45
Authors:
Kirby, SN
Berends, M
Naftel, S
Citation: Sn. Kirby et al., Supply and demand of minority teachers in Texas: Problems and prospects, EDUC EVAL P, 21(1), 1999, pp. 47-66
Authors:
Hess, GA
Citation: Ga. Hess, Understanding achievement (and other) changes under Chicago school reform, EDUC EVAL P, 21(1), 1999, pp. 67-83
Authors:
Schmidt, WH
Prawat, RS
Citation: Wh. Schmidt et Rs. Prawat, What does the third international mathematics and science study tell us about where to draw the line in the top-down versus bottom-up debate?, EDUC EVAL P, 21(1), 1999, pp. 85-91
Authors:
WANG J
Citation: J. Wang, OPPORTUNITY TO LEARN - THE IMPACTS AND POLICY IMPLICATIONS, Educational evaluation and policy analysis, 20(3), 1998, pp. 137-156
Authors:
ODDEN A
CLUNE WH
Citation: A. Odden et Wh. Clune, SCHOOL-FINANCE SYSTEMS - AGING STRUCTURES IN NEED OF RENOVATION, Educational evaluation and policy analysis, 20(3), 1998, pp. 157-177
Authors:
HAMILTON LS
Citation: Ls. Hamilton, GENDER DIFFERENCES ON HIGH-SCHOOL SCIENCE ACHIEVEMENT-TESTS - DO FORMAT AND CONTENT MATTER, Educational evaluation and policy analysis, 20(3), 1998, pp. 179-195
Authors:
CHANEY B
MURASKIN LD
CAHALAN MW
GOODWIN D
Citation: B. Chaney et al., HELPING THE PROGRESS OF DISADVANTAGED-STUDENTS IN HIGHER-EDUCATION - THE FEDERAL STUDENT SUPPORT SERVICES PROGRAM, Educational evaluation and policy analysis, 20(3), 1998, pp. 197-215
Authors:
WARREN RL
Citation: Rl. Warren, THE ORGANIZATION AND CULTURE OF EVALUATION IN TEACHER LICENSING SYSTEMS - CASE-STUDIES FROM GREAT-BRITAIN AND THE UNITED-STATES, Educational evaluation and policy analysis, 20(3), 1998, pp. 217-226
Authors:
MILES KH
DARLINGHAMMOND L
Citation: Kh. Miles et L. Darlinghammond, RETHINKING THE ALLOCATION OF TEACHING RESOURCES - SOME LESSONS FROM HIGH-PERFORMING SCHOOLS (VOL 20, PG 9, 1998), Educational evaluation and policy analysis, 20(2), 1998, pp. 3-3
Authors:
MAYER DP
Citation: Dp. Mayer, DO NEW TEACHING STANDARDS UNDERMINE PERFORMANCE ON OLD TESTS, Educational evaluation and policy analysis, 20(2), 1998, pp. 53-73
Authors:
PASCARELLA ET
EDISON MI
NORA A
HAGEDORN LS
TERENZINI PT
Citation: Et. Pascarella et al., DOES WORK INHIBIT COGNITIVE-DEVELOPMENT DURING COLLEGE, Educational evaluation and policy analysis, 20(2), 1998, pp. 75-93
PERFORMANCE-BASED ASSESSMENT AND INSTRUCTIONAL-CHANGE - THE EFFECTS OF TESTING IN MAINE AND MARYLAND
Authors:
FIRESTONE WA
MAYROWETZ D
FAIRMAN J
Citation: Wa. Firestone et al., PERFORMANCE-BASED ASSESSMENT AND INSTRUCTIONAL-CHANGE - THE EFFECTS OF TESTING IN MAINE AND MARYLAND, Educational evaluation and policy analysis, 20(2), 1998, pp. 95-113