Examining How Learner-Centered Professional Development Influences Teachers' Espoused and Enacted PracticesPOLLY, Drew; HANNAFIN, Michael J.The Journal of educational research (Washington, DC). 2011, Vol 104, Num 2, pp 120-130, issn 0022-0671, 11 p.Article

Longitudinal Effects of Perceived Control on Academic AchievementYOU, Sukkyung; HONG, Sehee; HO, Hsiu-Zu et al.The Journal of educational research (Washington, DC). 2011, Vol 104, Num 4, pp 253-266, issn 0022-0671, 14 p.Article

The Effects of an Instructional Intervention on Dual Language Development Among First-Grade Hispanic English-Learning Boys and Girls: A Two-Year Longitudinal StudyFUHUI TONG; IRBY, Beverly J; MATHES, Patricia G et al.The Journal of educational research (Washington, DC). 2011, Vol 104, Num 2, pp 87-99, issn 0022-0671, 13 p.Article

Using Propensity Scores in Educational Research: General Principles and Practical ApplicationsGRAHAM, Suzanne E; KURLAENDER, Michal.The Journal of educational research (Washington, DC). 2011, Vol 104, Num 5, pp 340-353, issn 0022-0671, 14 p.Article

Homework Purposes Reported by Secondary School Students: A Multilevel AnalysisJIANZHONG XU.The Journal of educational research (Washington, DC). 2010, Vol 103, Num 3, pp 171-182, issn 0022-0671, 12 p.Article

Effectiveness of Supervisions Conducted by Primary Education Supervisors According to School Principals' EvaluationsYAVUZ, Mustafa.The Journal of educational research (Washington, DC). 2010, Vol 103, Num 6, pp 371-378, issn 0022-0671, 8 p.Article

Solution-Focused Brief Therapy: Impacts on Academic and Emotional DifficultiesDAKI, Julia; SAVAGE, Robert S.The Journal of educational research (Washington, DC). 2010, Vol 103, Num 5, pp 309-326, issn 0022-0671, 18 p.Article

Effects of Drama-Based Geometry Instruction on Student Achievement, Attitudes, and Thinking LevelsPAKSU, Asuman Duatepe; UBUZ, Behiye.The Journal of educational research (Washington, DC). 2009, Vol 102, Num 4, pp 272-286, issn 0022-0671, 15 p.Article

Studying Motivational Strategies Used by Two Teachers in Differently Tracked Science CoursesPICKENS, Melanie; EICK, Charles J.The Journal of educational research (Washington, DC). 2009, Vol 102, Num 5, pp 349-362, issn 0022-0671, 14 p.Article

Teacher Accuracy: An Examination of Teacher-Based Judgments of Students' Reading With Differing Achievement LevelsFEINBERG, Adam B; SHAPIRO, Edward S.The Journal of educational research (Washington, DC). 2009, Vol 102, Num 6, pp 453-462, issn 0022-0671, 10 p.Article

Urban Middle-Grade Student Mathematics Achievement Growth Under Comprehensive School ReformIVER, Martha Abele Mac; IVER, Douglas J. Mac.The Journal of educational research (Washington, DC). 2009, Vol 102, Num 3, pp 223-236, issn 0022-0671, 14 p.Article

Keeping Pace With Teen Media Use: Implications and Strategies for EducatorsFULLER, Heidi A; DAMICO, Amy M.The Journal of educational research (Washington, DC). 2008, Vol 101, Num 6, pp 323-330, issn 0022-0671, 8 p.Article

Simultaneous renewal through professional development school partnershipsSHROYER, Gail; YAHNKE, Sally; BENNETT, Andrew et al.The Journal of educational research (Washington, DC). 2007, Vol 100, Num 4, pp 211-224, issn 0022-0671, 14 p.Article

Effects of part-time work on school achievement during high schoolSINGH, Kusum; CHANG, Mido; DIKA, Sandra et al.The Journal of educational research (Washington, DC). 2007, Vol 101, Num 1, pp 12-22, issn 0022-0671, 11 p.Article

Impact of Attitudes of Peers on Language Achievement : Gender DifferencesVAN DE GAER, Eva; PUSTJENS, Heidi; VAN DAMME, Jan et al.The Journal of educational research (Washington, DC). 2007, Vol 101, Num 2, pp 78-92, issn 0022-0671, 15 p.Article

Word problem solving tasks in textbooks and their relation to student performanceYAN PING XIN.The Journal of educational research (Washington, DC). 2007, Vol 100, Num 6, pp 347-359, issn 0022-0671, 13 p.Article

Motivation and its relationship with reading achievement in an urban middle schoolUNRAU, Norman; SCHLACKMAN, Jonah.The Journal of educational research (Washington, DC). 2006, Vol 100, Num 2, pp 81-101, issn 0022-0671, 21 p.Article

School reform and standards-based education : A model for english- language learnersECHEVARRIA, Jana; POWERS, Kristin; SHORT, Deborah et al.The Journal of educational research (Washington, DC). 2006, Vol 99, Num 4, pp 195-210, issn 0022-0671, 16 p.Article

Predicting preservice teachers' cognitive engagement with goals and epistemological beliefsRAVINDRAN, Bhuvaneswari; GREENE, Barbara A; DEBACKER, Teresa K et al.The Journal of educational research (Washington, DC). 2005, Vol 98, Num 4, pp 222-232, issn 0022-0671, 11 p.Article

Purposes for doing homework reported by middle and high school studentsJIANZHONG XU.The Journal of educational research (Washington, DC). 2005, Vol 99, Num 1, pp 46-55, issn 0022-0671, 10 p.Article

Reading test performance of English-language learners using an English dictionaryALBUS, Debra; THURLOW, Martha; LIU, Kristin et al.The Journal of educational research (Washington, DC). 2005, Vol 98, Num 4, pp 245-253, issn 0022-0671, 9 p.Article

Service-learning and standards-based instruction in middle schoolsSEITSINGER, Anne M.The Journal of educational research (Washington, DC). 2005, Vol 99, Num 1, pp 19-30, issn 0022-0671, 12 p.Article

Academic motivation in self-efficacy, task value, achievement goal orientations, and attributional beliefsBONG, Mimi.The Journal of educational research (Washington, DC). 2004, Vol 97, Num 6, pp 287-297, issn 0022-0671, 11 p.Article

Comparing the quality of students' experiences during cooperative learning and large-group instructionPETERSON, Sarah E; MILLER, Jeffrey A.The Journal of educational research (Washington, DC). 2004, Vol 97, Num 3, pp 123-133, issn 0022-0671, 11 p.Article

Cooperative learning and peer orientation effects on motivation and achievementHANCOCK, Dawson.The Journal of educational research (Washington, DC). 2004, Vol 97, Num 3, pp 159-166, issn 0022-0671, 8 p.Article