School Effectiveness Findings 1979–2002

[1]  J. Flynn,et al.  IQ gains, WISC subtests and fluid g: g theory and the relevance of Spearman's hypothesis to race. , 2008, Novartis Foundation symposium.

[2]  J. Rey,et al.  Book Review: Child and Adolescent Psychiatry, 4th edn , 2003 .

[3]  G. Weiner,et al.  Introduction: School Effectiveness for Whom? , 2003 .

[4]  Marie-Christine Opdenakker,et al.  Relationship between School Composition and Characteristics of School Process and their Effect on Mathematics Achievement , 2001 .

[5]  G. Ladd,et al.  Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? , 2001, Child development.

[6]  David Reynolds,et al.  The Past, Present and Future of School Improvement: Towards the Third Age , 2001 .

[7]  H. Marsh,et al.  Reunification of East and West German School Systems: Longitudinal Multilevel Modeling Study of the Big-Fish-Little-Pond Effect on Academic Self-Concept , 2001 .

[8]  R. Murray,et al.  Testing hypotheses on specific environmental causal effects on behavior , 2001 .

[9]  Ronald G. Ehrenberg,et al.  Class Size and Student Achievement , 2001, Psychological science in the public interest : a journal of the American Psychological Society.

[10]  J. Flynn,et al.  Heritability estimates versus large environmental effects: the IQ paradox resolved. , 2001, Psychological review.

[11]  Valerie E. Lee,et al.  Using Hierarchical Linear Modeling to Study Social Contexts: The Case of School Effects , 2000 .

[12]  A. Ryan,et al.  Peer Groups as a Context for the Socialization of Adolescents' Motivation, Engagement, and Achievement in School , 2000 .

[13]  J. Eccles,et al.  School as a Context of Early Adolescents' Academic and Social-Emotional Development: A Summary of Research Findings , 2000, The Elementary School Journal.

[14]  Larry V. Hedges,et al.  The Effects of Small Classes on Academic Achievement: The Results of the Tennessee Class Size Experiment , 2000 .

[15]  H. Marsh,et al.  Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: counterbalancing contrast and reflected-glory effects in Hong Kong schools. , 2000, Journal of personality and social psychology.

[16]  E. Smyth.  Pupil Performance, Absenteeism and School Drop-out: A Multi-dimensional Analysis , 1999 .

[17]  G. Whitehurst,et al.  Age and Schooling Effects on Emergent Literacy and Early Reading Skills , 1999 .

[18]  G. Ladd,et al.  Children's social and scholastic lives in kindergarten: related spheres of influence? , 1999, Child development.

[19]  Thomas D. Cook,et al.  Comer's School Development Program in Prince George's County, Maryland: A Theory-Based Evaluation , 1999 .

[20]  N. M. Haynes,et al.  The Dynamics of School Change: Response to the Article, “Comer's School Development Program in Prince George's County, Maryland: A Theory-Based Evaluation,” by Thomas D. Cook et al , 1999 .

[21]  M. Duyme,et al.  How can we boost IQs of "dull children"?: A late adoption study. , 1999, Proceedings of the National Academy of Sciences of the United States of America.

[22]  C. Lewis,et al.  Beyond the Three R's: A Broader Agenda for School Reform , 1999, The Elementary School Journal.

[23]  J. Rispens,et al.  Differences between school classes in preschoolers' psychosocial adjustment: evidence for the importance of children's interpersonal relations. , 1999, Journal of child psychology and psychiatry, and allied disciplines.

[24]  Philip L. Smith,et al.  1999-2000 Evaluation Results of the Student Achievement Guarantee in Education (SAGE) Program , 1998 .

[25]  N. Bennett.  Class size and the quality of educational outcomes. , 1998, Journal of child psychology and psychiatry, and allied disciplines.

[26]  Elena L. Grigorenko,et al.  Teaching Triarchically Improves School Achievement. , 1998 .

[27]  M. Rutter,et al.  Child development, molecular genetics, and what to do with genes once they are found. , 1998, Child development.

[28]  C. Brown,et al.  The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school , 1998, Development and Psychopathology.

[29]  Daniel S. Nagin,et al.  Trajectories of change in criminal offending: Good marriages and the desistance process. , 1998 .

[30]  F. Morrison,et al.  The influence of extended-year schooling on growth of achievement and perceived competence in early elementary school. , 1998, Child development.

[31]  V. Battistich,et al.  The relationship between students' sense of their school as a community and their involvement in problem behaviors. , 1997, American journal of public health.

[32]  Wendy M. Williams,et al.  Schooling, intelligence, and income. , 1997 .

[33]  M. Rutter,et al.  Opportunities for psychiatry from genetic findings , 1997, British Journal of Psychiatry.

[34]  Jaap Scheerens,et al.  The Foundations of Educational Effectiveness , 1997 .

[35]  Larry V. Hedges,et al.  The Effect of School Resources on Student Achievement , 1996 .

[36]  Russell W. Rumberger,et al.  Dropping Out of Middle School: A Multilevel Analysis of Students and Schools , 1995 .

[37]  P. Sammons.  Gender, Ethnic and Socio-economic Differences in Attainment and Progress: a longitudinal analysis of student achievement over 9 years , 1995 .

[38]  P. Mortimore,et al.  School Matters: The Junior Years , 1995 .

[39]  R. Pianta,et al.  The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment , 1995, Development and Psychopathology.

[40]  D. Olweus.  Bullying at school: basic facts and effects of a school based intervention program. , 1994, Journal of child psychology and psychiatry, and allied disciplines.

[41]  Larry V. Hedges,et al.  Money Does Matter Somewhere: A Reply to Hanushek , 1994 .

[42]  Larry V. Hedges,et al.  An Exchange: Part I* : Does Money Matter? A Meta-Analysis of Studies of the Effects of Differential School Inputs on Student Outcomes , 1994 .

[43]  G W Rebok,et al.  The course and malleability of aggressive behavior from early first grade into middle school: results of a developmental epidemiologically-based preventive trial. , 1994, Journal of child psychology and psychiatry, and allied disciplines.

[44]  R. Plomin.  Genetics and Experience: The Interplay between Nature and Nurture , 1994 .

[45]  C. Teddlie,et al.  Schools Make a Difference: Lessons Learned from a 10-Year Study of School Effects , 1993 .

[46]  A. Pickles,et al.  The outcome of childhood conduct disorder: implications for defining adult personality disorder and conduct disorder , 1992, Psychological Medicine.

[47]  S. Scarr,et al.  Developmental theories for the 1990s: development and individual differences. , 1992, Child development.

[48]  Robert Plomin,et al.  The nature of nurture: Genetic influence on “environmental” measures , 1991, Behavioral and Brain Sciences.

[49]  S. Kellam,et al.  Effect of first-grade classroom environment on shy behavior, aggressive behavior, and concentration problems , 1991, American journal of community psychology.

[50]  J. Stigler,et al.  Contexts of achievement: a study of American, Chinese, and Japanese children. , 1990, Monographs of the Society for Research in Child Development.

[51]  A. Pickles,et al.  Can Schools Change? I. Outcomes at Six London Secondary Schools , 1990 .

[52]  S. Cahan,et al.  Age versus schooling effects on intelligence development. , 1989, Child development.

[53]  L. Shulman.  Knowledge and Teaching: Foundations of the New Reform , 1987 .

[54]  J. Flynn.  Massive IQ gains in 14 nations: What IQ tests really measure. , 1987 .

[55]  A. Jensen,et al.  Why are children in the same family so different from one another? , 1987, Behavioral and Brain Sciences.

[56]  S. Scarr,et al.  How people make their own environments: a theory of genotype greater than environment effects. , 1983, Child development.

[57]  Marshall S. Smith,et al.  Effective Schools: A Review , 1983, The Elementary School Journal.

[58]  J. Hewison,et al.  Collaboration between Teachers and Parents in Assisting Children's Reading. , 1982 .

[59]  W. Brookover,et al.  School Social Systems and Student Achievement: Schools Can Make a Difference , 1979 .

[60]  F. Riessman.  The President's Commission on Mental Health: the self-help prospect. , 1978, Social policy.

[61]  J. Tizard.  Race and IQ: The limits of probability , 1975 .

[62]  M. Rutter,et al.  Attainment and Adjustment in Two Geographical Areas , 1975, British Journal of Psychiatry.

[63]  M. Rutter,et al.  Attainment and Adjustment in Two Geographical Areas , 1975, British Journal of Psychiatry.

[64]  M. Rutter,et al.  Attainment and Adjustment in Two Geographical Areas , 1975, British Journal of Psychiatry.

[65]  M. Rutter,et al.  Children of West Indian immigrants. III. Home circumstances and family patterns. , 1975, Journal of child psychology and psychiatry, and allied disciplines.

[66]  M. Rutter,et al.  Children of West Indian immigrants. I. Rates of behavioural deviance and of psychiatric disorder. , 1974, Journal of child psychology and psychiatry, and allied disciplines.

[67]  Marshall S. Smith,et al.  Inequality: A Reassessment of the Effect of Family and Schooling in America , 1973 .

[68]  Alexander M. Mood,et al.  Equality of Educational Opportunity. , 1967 .

[69]  E. M. Jenkins.  Special educational treatment. , 1963, Public health.

[70]  James M. Tanner,et al.  Growth at Adolescence , 1956 .

[71]  J. B. Weir,et al.  The Assessment of the Growth of Schoolchildren with Special Reference to Secular Changes , 1952, British Journal of Nutrition.

[72]  G. Brody,et al.  Unique and protective contributions of parenting and classroom processes to the adjustment of African American children living in single-parent families. , 2002, Child development.

[73]  M. Rutter,et al.  Gene-environment interplay in relation to emotional and behavioral disturbance. , 2002 .

[74]  H. Goldstein,et al.  Meta‐analysis using multilevel models with an application to the study of class size effects , 2000 .

[75]  M. Rutter,et al.  Genetics and child psychiatry: II Empirical research findings. , 1999, Journal of child psychology and psychiatry, and allied disciplines.

[76]  M. Rutter,et al.  Genetics and child psychiatry: I Advances in quantitative and molecular genetics. , 1999, Journal of Child Psychology and Psychiatry and Allied Disciplines.

[77]  M. Thrupp.  Schools Making a Difference: Let's Be Realistic! : School Mix, School Effectiveness, and the Social Limits of Reform , 1999 .

[78]  T. J. Berndt.  Friends' influence on students' adjustment to school , 1999 .

[79]  C. Teddlie,et al.  The International Handbook of School Effectiveness Research , 1999 .

[80]  Roger Slee,et al.  School effectiveness for whom? : challenges to the school effectiveness and school improvement movements , 1998 .

[81]  M. Rutter,et al.  Antisocial behavior by young people. , 1998 .

[82]  Kenneth J. Rowe,et al.  Multilevel Modelling in School Effectiveness Research. , 1996 .

[83]  Alan Booth,et al.  Family-school links : how do they affect educational outcomes? , 1996 .

[84]  R. Sternberg.  Intelligence, heredity, and environment: Educating intelligence: Infusing the Triarchic Theory into school instruction , 1996 .

[85]  R. Sternberg,et al.  Intelligence, heredity, and environment: Subject index , 1996 .

[86]  P. Mortimore.  The positive effects of schooling. , 1995 .

[87]  M. Rutter,et al.  Development through life : a handbook for clinicians , 1994 .

[88]  Chuansheng Chen,et al.  Mathematics achievement of Chinese, Japanese, and American children: ten years later. , 1993, Science.

[89]  Jaap Scheerens,et al.  Effective Schooling : Research, Theory and Practice , 1992 .

[90]  David Reynolds,et al.  School effectiveness : research, policy, and practice , 1992 .

[91]  S. Jowett,et al.  Building bridges: Parental involvement in schools , 1991 .

[92]  Kenneth H. Rubin,et al.  The development and treatment of childhood aggression. , 1991 .

[93]  M. Rutter,et al.  Can Schools Change? II: Practice in Six London Secondary Schools , 1991 .

[94]  D. Olweus.  Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. , 1991 .

[95]  Eric A. Hanushek,et al.  The Economics of Schooling: Production and Efficiency in Public Schools , 1986 .

[96]  D. Magnusson,et al.  Human development : an interactional perspective , 1983 .

[97]  D. Reynolds.  The Search for Effective Schools , 1982 .

[98]  L. Hersov,et al.  Out of school : modern perspectives in truancy and school refusal , 1980 .

[99]  M. Rutter,et al.  Fifteen Thousand Hours: a reply to Heath & Clifford , 1980 .

[100]  Michael Rutter,et al.  Fifteen Thousand Hours: Secondary Schools and Their Effects on Children , 1979 .

[101]  J. C. van Wieringen,et al.  Secular Growth Changes , 1978 .

[102]  Anita A. Summers,et al.  Do Schools Make a Difference , 1977 .

[103]  M. Rutter.  Cycles of disadvantage , 1976 .

[104]  M. Rutter,et al.  Children of West Indian Immigrants--II. Intellectual performance and reading attainment. , 1975, Journal of child psychology and psychiatry, and allied disciplines.