Constrained Curriculum in High Schools: The Changing Math Standards and Student Achievement, High School Graduation and College Continuation
Nathan Daun Barnett, Edward P. St. John
Professional Learning Activities in Context: A Statewide Survey of Middle School Mathematics Teachers
Motoko Akiba
Funding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions
Frank Adamson, Linda Darling-Hammond
Intergroup Relations in Integrated Schools: A Glimpse Inside Interdistrict Magnet Schools
Robert Bifulco, Christian Berger Silva, Casey Cobb
Recess and Reading Achievement of Early Childhood Students in Public Schools
Ümmühan Yeşil Dağlı
In Search of Leading Indicators in Education
Jonathan Supovitz, Ellen Foley, Jacob Mishook
Empowered Or Beleaguered? Principals’ Accountability Under New York City’s Diverse Provider Regime
Dorothy Shipps
Desafios da arte contemporânea para a educação: práticas e políticas
Luciana Gruppelli Loponte
Trends in mathematics and science performance in 18 countries: Multiple regression analysis of the cohort effects of TIMSS 1995-2007
Hee Kyung Hong
La exclusión social en el discurso educativo: un análisis basado en un programa de investigación
Juan Carlos González Faraco , Antonio Luzón Trujillo
, Mónica Torres Sánchez
Programas Especiales de Formación Superior de Profesores: la universitarización del magisterio en cuestión
Isabel Melero Bello, Belmira Oliveira Bueno
Daniel Allen Sass, Belinda Bustos Flores, Lorena Claeys, Bertha Pérez
Personal development in secondary education: the Irish Transition Year
Aidan Clerkin
Who Are Charter School Teachers? Comparing Teacher Characteristics, Job Choices, and Job Preferences
Marisa Ann Cannata, Roberto Penaloza
Social Networking Postings: Views from School Principals
Marlynn M. Griffin, Robert L. Lake
High-stakes testing and student achievement: Updated analyses with NAEP data
Sharon Nichols, Gene Glass, David Berliner
Thiago Alves, Maria Aparecida Gouvêa, Adriana Backx Noronha Viana
“Lição de Coisas” No Museu: O Método Intuitivo e o Museu do Estado do Rio Grande do Sul, Brasil, nas Primeiras Décadas do Século XX
Zita Rosane Possamai
Maria Aparecida Bergamaschi
District-Wide Effects on Data Use in the Classroom
Jeffrey C. Wayman, Vincent Cho, Jo Beth Jimerson, Daniel D. Spikes
Estándares TIC para la Formación Inicial Docente: Una Política Pública en el Contexto Chileno
Juan Eusebio Silva Quiroz
Género y Sexualidad: ¿Qué Dicen las Profesoras de Educación Infantil de Canoas, Brasil?
Denise Quaresma da Silva, Dirleia Fanfa Sarmento, Paulo Fossatti
El “efecto escuela” en países de América Latina: Reanalizando los datos del SERCE
Rubén Cervini Iturre
Uneven Distribution of Novice Teachers in the Chilean Primary School System
Lorena Meckes, Martín Bascopé
Re-Examining Exit Exams: New Findings from the Education Longitudinal Study of 2002
Catherine Shuster
The SAS Education Value-Added Assessment System (SAS® EVAAS®) in the Houston Independent School District (HISD): Intended and Unintended Consequences
Audrey Amrein Beardsley, Clarin Collins
When Science Counts as Much as Reading and Mathematics: An Examination of Differing State Accountability Policies
Eugene Judson
The Impact of State-Wide Exit Exams in Germany: A Descriptive Case Study
Isabell van Ackeren, Rainer Block, Esther Dominique Klein, Svenja Mareike Kühn