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Ballantine, Jeanne H., Ed.; Spade, Joan Z., Ed. – SAGE Publications (CA), 2007
This third edition, now published by Pine Forge Press, features original readings and article excerpts by leaders in the area of Sociology of Education. With a wide array of theoretical perspectives, a broad range of respected sources, and inclusion of both classic and contemporary studies, this comprehensive, integrated text addresses key issues…
Descriptors: Ethical Instruction, Urban Schools, Charter Schools, Class Size
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Glass, Gene V., Ed. – Education Policy Analysis Archives, 2002
This document consists of articles 1 through 25 published in the electronic journal Education Policy Analysis Archives for the year 2002: (1) Testing and Diversity in Postsecondary Education: The Case of California (Daniel Koretz, Michael Russell, Chingwei David Shin, Cathy Horn, and Kelly Shasby); (2) State-Mandated Testing and Teachers Beliefs…
Descriptors: Academic Achievement, Educational Change, Elementary Secondary Education, Equal Education
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Fowler, William J., Jr., Ed. – 1998
This document contains papers from the Annual State Data Conference and includes the following: (1) "Does Money Matter for Minority and Disadvantaged Students? Assessing the New Empirical Evidence" (David Grissmer, Ann Flanagan, and Stephanie Williamson), which demonstrates that additional money matters for minority and disadvantaged students, but…
Descriptors: Conferences, Cost Effectiveness, Educational Equity (Finance), Educational Finance
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Wenglinsky, Harold – Educational Leadership, 2006
Although instructional technology has made large gains in the last 15 years in terms of the quantity and quality of computers available in schools, major questions remain about the effects of all this technology on student achievement. The author has conducted a series of studies to address these questions. By analyzing test score and…
Descriptors: Educational Technology, Academic Achievement, Questionnaires, Computer Uses in Education
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Wenglinsky, Harold – Education Policy Analysis Archives, 2006
The purpose of this article is to comment on the prior article entitled "Examining Instruction, Achievement and Equity with NAEP mathematics data," by Sarah Theule Lubienski. That article claims that a prior article by the author suffered from three weaknesses: (1) An attempt to justify No Child Left Behind (NCLB); (2) drawing causal inferences…
Descriptors: Federal Legislation, Research Methodology, Inferences, Statistical Analysis
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Wenglinsky, Harold – Educational Leadership, 2004
The relationship between basic instructional practices and a student's performance can be measured by using advance statistical techniques. The assessment done by National Assessment for Educational Progress (NAEP) on different subjects like mathematics, science, reading and civics throughout United States suggest that instructions emphasizing…
Descriptors: Teaching Methods, Thinking Skills, Critical Thinking, Academic Achievement
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Wenglinsky, Harold – Education Policy Analysis Archives, 2004
No Child Left Behind calls for schools to close the achievement gap between races in math and reading. One possible way for schools to do so is to encourage their teachers to engage in practices that disproportionately benefit their minority students. The current study applies the technique of Hierarchical Linear Modeling to a nationally…
Descriptors: Federal Legislation, Academic Achievement, National Competency Tests, Racial Differences
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Wenglinsky, Harold – RMLE Online: Research in Middle Level Education, 2004
The No Child Left Behind Act of 2001 calls for improving test scores of minority students in third through eighth grades, making middle level schools a key venue for closing the racial gap in achievement. This study, by analyzing data on the 15,000 eighth graders who took the 2000 National Assessment of Educational Progress (NAEP) in mathematics,…
Descriptors: Middle Schools, Federal Legislation, Academic Achievement, National Competency Tests
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Wenglinsky, Harold; Silverstein, Samuel C. – Educational Leadership, 2007
National science assessments and international comparisons indicate that science achievement in the United States is stagnant or declining. Of the many steps needed to improve U.S. science education, the authors write, none is more important than improving teacher training and preparation. Analyses of scores on the National Assessment of…
Descriptors: Program Effectiveness, Science Teachers, Professional Development, Secondary School Teachers
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Wenglinsky, Harold – Education Policy Analysis Archives, 2003
Studied the possibility of using large-scale data and methods to study classroom practices in reading comprehension using data from the National Assessment of Educational Progress. Findings suggest that such studies are both feasible and necessary. (SLD)|
Descriptors: Educational Practices, Instruction, Large Scale Assessment, Reading Achievement
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Wenglinsky, Harold – Education Policy Analysis Archives, 2002
Explored the link between classroom practices and student academic performance by applying multilevel modeling to the 1996 National Assessment of Educational Progress in mathematics. Findings show that the effects of classroom practices, when added to other teacher characteristics, are comparable in size to those of student background, suggesting…
Descriptors: Academic Achievement, Educational Practices, Elementary Secondary Education, Mathematics Achievement
Wenglinsky, Harold – Education Matters, 2001
Discusses Educational Testing Service (ETS) findings that teachers matter most for student achievement. ETS used 1996 National Assessment of Educational Progress (NAEP) data to examine relationships between student achievement and teacher characteristics. This paper critiques the research, noting serious flaws in the study design, highlighting…
Descriptors: Academic Achievement, Elementary Secondary Education, Evaluation Methods, Research Methodology
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Persell, Caroline Hodges; Wenglinsky, Harold – Higher Education: The International Journal of Higher Education and Educational Planning, 2004
Theorists such as Gumport (2000) suggest that different conceptions of higher education may have important consequences for students and society. We explore this possibility by considering a specific research question: Do students who attend for-profit post-secondary schools show lower levels of civic engagement than students who attend non-profit…
Descriptors: Vocational Schools, Proprietary Schools, Community Colleges, Postsecondary Education
Wenglinsky, Harold – 2000
The links between the characteristics of teacher education institutions, their programs, and teacher effectiveness as measured by scores on teacher licensure examinations were studied for the Southeast United States. Four sources of data were used: (1) data on 39,140 prospective teachers who took the Praxis II examinations for teacher licensure;…
Descriptors: Beginning Teachers, College Entrance Examinations, Higher Education, Institutional Characteristics
Wenglinsky, Harold – 2000
This report study explored how improving teachers' classroom practice could improve teacher quality. Data were examined on 7,146 8th graders who took the National Assessment of Educational Progress (NAEP) mathematics assessment in 1996 and 7,776 8th graders who took the NAEP science assessment in 1996. Three types of teacher quality were measured:…
Descriptors: Academic Achievement, Classroom Techniques, Cooperative Learning, Diversity (Student)
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