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Submissions from 2015

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Investigating Graduate Level Research and Statistics Courses in Schools of Education, Nancy L. Leech and Carolyn A. Haug

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Understanding Urban High School Students of Color Motivation to Teach: Validating the FIT-Choice Scale, Nancy L. Leech, Carolyn A. Haug, and Margarita Bianco

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Change in classification level and the effects on research productivity and merit scores for faculty in a school of education, Nancy L. Leech, Carolyn A. Haug, Deanna Iceman-Sands, and Jennifer Moriarty

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University and Community College Education Programs Partnering to Enhance Standards-Based Paraeducator Training, Donna Sobel, Ritu V. Chopra, and G. I. DiPalma

Submissions from 2013

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Colorado's Model for Preparing Paraprofessionals for Rural Early Intervention Programs, Ritu Chopra, Rashida Banerjee, Geraldine DiPalma, Laura Merill, and Ardith Ferguson

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Evidence for the Need to More Closely Examine School Effects in Value-Added Modeling and Related Accountability Policies, M. Suzanne Franco and Kent Seidel

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Laboratory Approach to Secondary Teacher Professional Development: Impacting Teacher Behavior and Student Engagement, Carolyn A. Haug and Deanna Iceman Sands

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Analyzing teachers’ feedback practices in response to students’ work in science classrooms, Maria Araceli Ruiz-Primo and Min Li

Submissions from 2012

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Meta‐analytic methodology and inferences about the efficacy of formative assessment, Derek Briggs, Maria Araceli Ruiz-Primo, Erin Marie Furtak, Lorrie Shepard, and Yue Yin

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A Special Issue of The Clearing House, Fall 2013: Successful Strategies for Supporting Learning and Professional Development for Secondary Educators, Carolyn A. Haug and Deanna Sands

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Toward Signature Pedagogy for Professional Education: Collaborative Partnerships in Teacher and Principal Preparation, S. Korach, Kent Seidel, and M. Salazar

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Developing and evaluating instructionally sensitive assessments in science, Maria Araceli Ruiz-Primo, Min Li, Kellie Wills, Michael Giamellaro, Ming-Chih Lan, Hilary Mason, and Deanna Sands

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Assessment and science education: Our essential new priority?, Nancy Butler Songer and Maria Araceli Ruiz-Primo

Submissions from 2011

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Effective Supervision of Paraeducators: Multiple Benefits and Outcomes, Ritu V. Chopra, Elena Sandoval-Lucero, and Nancy K. French

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Developing an Instrument to Assess Student Readiness for Online Learning: A Validation Study, Barbara Dray, Barbara Dray, Patrick R. Lowenthal, Melissa J. Miszkiewicz, Maria Araceli Ruiz-Primo, and Kelly Marczynski

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Agenda for Researching Teaching (ART): A Visual Model and Research Questions, Nancy L. Leech, Carolyn A. Haug, and Ellen Hill Robinson

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Informal Formative Assessment: The Role of Instructional Dialogues in Assessing Students’ Learning, Maria Araceli Ruiz-Primo

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Impact of undergraduate science course innovations on learning, Maria Araceli Ruiz-Primo, Derek Briggs, Heidi Iverson, Robert Talbot, and Lorrie A. Shepard

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Examining the Retention of Nontraditional Latino(a) Students in a Career-Based Learning Community, Elena Sandoval-Lucero, Johanna B. Maes, and Ritu V. Chopra

Submissions from 2010

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Testing one premise of scientific inquiry in science classrooms: Examining students' scientific explanations and student learning, Maria Araceli Ruiz-Primo, Min Li, Shin-Ping Tsai, and Julie Schneider

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Paraeducator Career Ladder Cohorts as Learning Communities, Elena Sandoval-Lucero and Ritu V. Chopra

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Many Issues, Few Answers—The Role of Research in K–12 Arts Education, Kent Seidel

Submissions from 2009

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What Do Parents Need to Know about Paraeducators?, Ritu V. Chopra

Submissions from 2008

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From formal embedded assessments to reflective lessons: The development of formative assessment studies, Carlos C. Ayala, Richard J. Shavelson, Maria Araceli Ruiz-Primo, Paul R. Brandon, Yue Yin, Erin Marie Furtak, Donald B. Young, and Miki K. Tomita

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Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts, Erin Marie Furtak and Maria Araceli Ruiz-Primo

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On the Fidelity of implementing embedded formative assessments and its relation to student learning, Erin Marie Furtak, Maria Araceli Ruiz-Primo, Jonathan T. Shemwell, Carlos C. Ayala, Paul R. Brandon, Richard J. Shavelson, and Yue Yin

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Testing One Premise of Scientific Inquiry in Science Classrooms: A Study That Examines Students' Scientific Explanations. CRESST Report 733, Maria Araceli Ruiz-Primo, Min Li, Shin-Ping Tsai, and Julie Schneider

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On the Impact of Curriculum-Embedded Formative Assessment on Learning: A Collaboration between Curriculum and Assessment Developers, Richard J. Shavelson, Donald B. Young, Carlos C. Ayala, Paul R. Brandon, Erin Marie Furtak, Maria Araceli Ruiz-Primo, Miki K. Tomita, and Yue Yin

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Methodological Critique of Multilevel Mixed-Effects Regression Models for Value-Added Accountability Assessment, L. Wang, Kent Seidel, and S. Franco

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On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change, Yue Yin, Richard J. Shavelson, Carlos C. Ayala, Maria Araceli Ruiz-Primo, Paul R. Brandon, Erin Marie Furtak, Miki K. Tomita, and Donald B. Young

Submissions from 2007

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Evaluating students' science notebooks as an assessment tool, Maria Araceli Ruiz-Primo, Min Li, Carlos C. Ayala, and Richard J. Shavelson

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Assessment and Data Use for Educators: Supporting student achievement, Kent Seidel

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Introduction to Value-Added Assessment, Kent Seidel, T. Bordenkircher, and K. Herrington

Submissions from 2006

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Teachers as Executives, Nancy K. French and Ritu V. Chopra

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Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry, Maria Araceli Ruiz-Primo and Erin Marie Furtak

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Informal formative assessment and scientific inquiry: Exploring teachers’ practices and student learning, Maria Araceli Ruiz-Primo and Erin Marie Furtak

Submissions from 2005

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Questioning Cycle: Making Students' Thinking Explicit during Scientific Inquiry, Erin Marie Furtak and Maria Araceli Ruiz-Primo

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Aligning Policy and Methodology to Achieve Consistent Across-Grade Performance Standards, Daniel M. Lewis and Carolyn A. Haug

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Connecting Students, Standards, and Success: Using standards-based curriculum connections to improve student learning, Kent Seidel and E. Short

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Windows into the mind. Higher Education, Richard J. Shavelson, Maria Araceli Ruiz-Primo, and Edward W. Wiley

Submissions from 2004

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Paraeducator Relationships with Parents of Students with Significant Disabilities, Ritu V. Chopra and Nancy K. French

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Paraeducator Relationships with Parents of Students with Significant Disabilities, Ritu V. Chopra and Nancy K. French

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The Paraprofessional Role of Connector, Ritu V. Chopra, Elena Sandoval-Lucero, Lorenso Aragon, Christina Bernal, Helen Berg de Balderas, and Diane Carroll

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On the use of students' science notebooks as an assessment tool, Maria Araceli Ruiz-Primo and Min Li

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Using Concept Maps in the Science Classroom, Jim Vanides, Yue Yin, Miki K. Tomita, and Maria Araceli Ruiz-Primo

Submissions from 2002

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Stability of School-Building Accountability Scores and Gains, Robert L. Linn and Carolyn A. Haug

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On the evaluation of systemic science education reform: Searching for instructional sensitivity, Maria Araceli Ruiz-Primo, Richard J. Shavelson, Laura Hamilton, and Steve Klein

Submissions from 2001

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Comparison of the reliability and validity of scores from two concept‐mapping techniques, Maria Araceli Ruiz-Primo, Susan E. Shultz, Min Li, and Richard J. Shavelson

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Veteran Educator Reflects on the 21st Century, Kent Seidel

Submissions from 2000

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On the Use Of Concept Maps As An Assessment Tool in Science: What We Have Learned so Far, Maria Araceli Ruiz-Primo

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Assessing Student Learning: A Practical Guide, Kent Seidel

Submissions from 1999

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On the validity of cognitive interpretations of scores from alternative mapping techniques, Maria Araceli Ruiz-Primo, Susan E. Shultz, Min Li, and Richard J. Shavelson

Submissions from 1998

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Problems and issues in the use of concept maps in science assessment, Maria Araceli Ruiz-Primo and Richard J. Shavelson

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Toward a Science Performance Assessment Technology., Richard J. Shavelson, Guillermo Solano-Flores, and Maria Araceli Ruiz-Primo

Submissions from 1996

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Rhetoric and reality in science performance assessments: An update., Maria Araceli Ruiz-Primo and Richard J. Shavelson

Submissions from 1995

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Riding The Bell Curve: A Review, Ernest R. House and Carolyn A. Haug

Submissions from 1993

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On the stability of performance assessments., Maria Araceli Ruiz-Primo, Gail P. Baxter, and Richard J. Shavelson