2012, Volume 19, Number 1 (Special Issue on Literacy and Social Networking)
Mallette, M. H., & Mthethwa, P. M. (2012). Guest editorial: Web 2.0 and literacy: Enacting a vision, imagining the possibilities. 19(1), i-iv.
Barone, D. M. (2012). Exploring home and school involvement of young children with Web 2.0 and social media. 19(1), 1-11.
Dalton, B., & Smith, B. E. (2012). Teachers as designers: Multimodal immersion and strategic reading on the internet. 19(1), 12-25.
Serafini. F. (2012). Reading multimodal texts in the 21st century. 19(1), 26-32.
Alvermann, D. E., Hutchins, R. J., & McDevitt, R. (2012). Adolescents' engagement with Web 2.0 and social media: Research, theory, and practice. 19(1), 33-44.
Beach, R. (2012). Uses of digital tools and literacies in the English language arts classroom. 19(1), 45-59.
Karchmer-Klein, R., & Shinas, V. H. (2012). 21st century literacies in teacher education: Investigating multimodal texts in the context of an online graduate-level literacy and technology course. 19(1), 60-74.
Leu, D. J., & Forzani, E. (2012). Discussion, new literacies in a Web 2.0, 3.0, 4.0, ..., [infinity] world. 19(1), 75-81.
2011, Volume 18, Number 2
Onwuegbuzie, A. J., Hwang, E., Frels, R. K., & Slate, J. R. (2011). Editorial: evidence-based guidelines for avoiding reference list errors in manuscripts submitted to journals for review for publication. 18(2), i-xli.
Hayden, H. E. (2011). "How will it help my students?” What
teachers consider when they consider participating in classroom intervention
research. 18(2), 1-15.
Cotabish, A., Dailey, D., Hughes, G. D., & Robinson, A. (2011). The effects of a STEM professional development intervention on elementary teachers’ science process skills. 18(2), 16-25.
Nesmith, S. M. (2011). Powerful reflections result from quality questions: The influence of posed questions on elementary preservice teachers’ field-based reflections. 18(2), 26-39.
Acosta, S., & Garza, T. (2011). The podcasting playbook: A typology of evidence-based podagogy for PreK-12 classrooms with English language learners. 18(2), 40-57.
LeCompte, K., Moore, B., & Blevins, B. (2011). The impact of iCivics
on students’ core civic knowledge. 18(2), 58-74.
Iwai, Y., Filce, H., & Ramp, E. (2011). Academic English reading for international college students: The role of metacognitive reading strategies. 18(2), 75-88.
2011, Volume 18, Number 1
Onwuegbuzie, A. J., Combs, J. P., Frels, R. K., & Slate, J. R. (2011). Editorial: Citation errors revisited: The case for Educational Researcher. 18(1), i-xxxv.
Leggett, D., Shea, I., & Leggett, J. (2011). Future school counselors' perception of twice-exceptionality: An exploratory study. 18(1), 1-11.
Heyvaert, M., Maes, B., & Onghena, P. (2011). Applying mixed methods research at the synthesis level: An overview. 18(1), 12-24.
Leech, N. L., Haug, C. A., & Robinson, E. H. (2011). Agenda for researching teaching (ART): a visual model and research questions. 18(1), 25-32.
Tull, A., & Freeman, J. P. (2011). Reframing student affairs leadership: An analysis of organizational frames of reference and locus of control. 18(1), 33-43.
Bickmore, D. L., & Dowell, M. S. (2011). Concerns, use of time, and the intersections of leadership: Case study of two charter school principals. 18(1), 44-61.
Martelo, M. M. (2011). Use of bibliographic systems and concept maps: Innovative tools to complete a literature review. 18(1), 62-70.
2010, Volume 17, Number 2
Onwuegbuzie, A. J., Frels, R. K., & Slate, J. R. (2010). Editorial: Evidence-based guidelines for avoiding the most prevalent and serious APA error in journal article submissions--the citation error. 17(2), i-xxiv.
Skidmore, S. T., Slate, J. R., & Onwuegbuzie, A. J. (2010). Editorial: Developing effective presentation skills: Evidence-based guidelines. 17(2), xxv-xxxvii.
Frels, R. K., Onwuegbuzie, A. J., & Slate, J. R. (2010). Editorial: A step-by-step guide for creating tables. 17(2), xxxviii-lix.
Leggett, D. G., Shea, I., & Wilson, J. A. (2010). Advocating for twice-exceptional students: An ethical obligation. 17(2), 1-10.
Watson, S., Miller, T., Davis, L., & Carter, P. (2010). Teachers' perceptions of the effective teacher. 17(2), 11-22.
Jones, B. A., & Gansle, K. A. (2010). The effects of a mini-conference, socioeconomic status, and parent education on perceived and actual parent participation in individual education program meetings. 17(2), 23-38.
Taboada, A., Kidd, J. K., & Tonks, S. M. (2010). English language learners' perceptions of autonomy support in a literacy classroom. 17(2), 39-53.
Reid, M. J. (2010). Commplaces in practitioner curriculum deliberation. 17(2), 54-64.
Johnson, R. B., McGowan, M. W., & Turner, L. A. (2010). Grounded theory in practice: Is it inherently a mixed method? 17(2), 65-78.
2010, Volume 17, Number 1
Frels, R. K., Onwuegbuzie, A. J., & Slate, J. R. (2010). Editorial: Research in the Schools: The flagship journal of the Mid-South Educational Research Association. 17(1), i-vii.
Hughes, G. D., Onwuegbuzie, A. J., Daniel, L. G., & Slate,
J. R. (2010). Editorial: APA Publication Manual changes: Impacts on research
reporting in the social sciences. 17(1), viii-xix.
Frels, R. K., Onwuegbuzie, A. J., & Slate, J. R. (2010). Editorial: A typology of verbs for scholarly writing. 17(1), xx-.
Zientek, L. R., & Thompson, B. (2010). Using commonality
analysis to quantify contributions that self-efficacy and motivational factors
make in mathematics performance. 17(1), 1-11.
Hall, K. W., Williams, L. M., & Daniel, L. G. (2010). An afterschool program for economically disadvantaged youth: Perceptions of parents, staff, and students. 17(1), 12-28.
Watson, J. C., Harper, S., Ratliff, L., & Singleton, S. (2010). Holistic wellness and perceived stress: Predicting job satisfaction among beginning teachers. 17(1), 29-37.
Robinson, C., & Rose, S. (2010). Predictive, construct,
and convergent validity of general and domain-specific measures of hope for
college student academic achievement. 17(1), 38-52.
Cruz, A., & Brown, M. S. (2010). Impact of the accountability system on perceptions and practices of south Texas elementary school teachers. 17(1), 53-63.
Iran-Nejad, A,. & Stewart, W. (2010). Understanding as an educational objective: From seeking and playing with taxonomies to discovering and reflecting on revelations. 17(1), 64-.
2009, Volume 16, Number 2
Frels, R. K., Onwuegbuzie, A. J., & Slate, J. R. (2009). Editorial: A historical and demographic account of 15 years of Research in the Schools. 16(2), i-viii.
Onwuegbuzie, A. J, Combs, J. P., Slate, J. R., & Frels, R. K. (2009). Editorial: Evidence-based guidelines for avoiding the most common APA errors in journal article submissions. 16(2), ix-xxxvi.
Hahs-Vaughn, D. L., Onwuegbuzie, A. J, Slate, J. R., & Frels, R. K. (2009). Editorial: Bridging research-to-practice: Enhancing knowledge through abstracts, 16(2), xxxvii-.
Jones, B. D., Byrd, N., & Lusk, D. (2009). High school students’ beliefs about intelligence. 16(2), 1-14.
Briley, J. S., Thompson, T., & Iran-Nejad, A. (2009). Mathematical beliefs, self-regulation, and achievement by university students in remedial mathematics courses. 16(2), 15-28.
Rowland-Bryant, E., Skinner, C. H., Skinner, A. L., Saudargas,
R., Robinson, D. H., & Kirk, E. R. (2009). Investigating the interaction
of graphic organizers and seductive details: Can a graphic organizer mitigate
the seductive-details effect? 16(2), 29-40.
Richards, J., & Skolits, G. (2009). Sustaining instructional change: The impact of professional development on teacher adoption of a new instructional strategy. 16(2), 41-58.
Chatterji, M., Koh, N., Choi, L., & Iyengar, R. (2009). Closing learning gaps proximally with teacher-mediated diagnostic classroom assessment. 16(2), 59-78.
Hughes, G. D. (2009). The impact of incorrect responses to reverse-coded
survey items. 16(2), 79-.
2009, Volume 16, Number 1
Richardson, S. A. (2009). Principals' perceptions of parental involvement in the "Big 8" urban districts of Ohio. 16(1), 1-12.
Tienken, C. H., & Achilles, C. M. (2009). Relationship between class size and students' opportunity to learn writing in middle school. 16(1), 13-24.
Martin, E. P., Andrews, S. P., & Gilbert, L. S. (2009). New teachers and support: An examination of ratings of significant agents. 16(1), 25-31.
DeVaney, T. A., Carr, S. C., & Allen, D. D. (2009). Impact of Hurricane Katrina on the educational system in southeast Louisiana: One-year follow-up. 16(1), 32-44.
Vuk, J., & Morse, D. T. (2009). College students' behavior on multiple-choice self-tailored exams. 16(1), 45-51.
Smith, M., & Mathur, R. (2009). Childrens' imagination and fantasy: Implications for development, education, and classroom activities. 16(1), 52-63.
2008, Volume 15, Number 2
Zientek, L. R., & Thompson, B. (2008). Preparing high quality mathematics and science teachers: Are we meeting the challenge? 15(2), 1-19.
Parke, C. S., & Taylor, J. K. (2008). A collaborative research initiative between middle school and university faculty. 15(2), 20-35.
Gregg, M., & Sekeres, D. C. (2008). Biofunctional cognitive theory in poetry instruction: Lessons from third grade. 15(2), 36-54.
Burgin, J. S., & Hughes, G. D. (2008). Measuring the effectiveness of a summer literacy program for elementary students using writing samples. 15(2), 55-64.
Martell, S. T., & Antrop-Gonzalez, R. (2008). Using narrative as a data source and analytic method to investigate learning outside of traditional school settings with diverse youth. 15(2), 65-79.
Rowland, E., Skinner, C. H., Davis-Richards, K., Saudargas, R., & Robinson, D. H. (2008). An investigation of placement and type of seductive details: The primacy effect of seductive details on text recall. 15(2), 80-90.
2008, Volume 15, Number 1
Leech, N. L., & Goodwin, L. D. (2008). Building a methodological foundation: Doctoral-level methods courses in colleges of education. 15(1), 1-8.
Charron, C., Fischer, J. P., & Meljac, C. (2008). Arithmetic after school: How do adults' mental arithmetic abilities evolve with age? 15(1), 9-26.
DiStefano, C., & Kamphaus, R. W. (2008). Latent growth curve modeling of child behavior in elementary school. 15(1), 27-37.
Stewart, W., Iran-Nejad, A., & Robinson, C. (2008). Using learner insights to foster understanding in history education. 15(1), 38-50.
Burnham, J., Dahir, C. A., Stone, C. B., & Hooper, L. M. (2008). The development and exploration of the psychometric properties of the Assessment of School Counselor Needs for Professional Development Survey. 15(1), 51-63.
Hall, J. D., Howerton, D. L., & Jones, C. H. (2008). Achievement testing in the No Child Left Behind era: The Arkanasas benchmark. 15(1), 64-76.
2007, Volume 14, Number 2
Thomas, S. P., Thompson, C., Pollio, H. R., Greenberg, K., Conwill, W., Sall, A., Klukken, G., Davis, M. W., & Dias-Bowie, Y. (2007). Experiences of struggling African American students at a predominantly white university. 14(2), 1-17.
Park, H., & Quinn, C. J. (2007). Impact of native language use on academic achievement within the context of family and school factors. 14(2), 18-26.
Irby, B. J., Tong, F., Lara-Alecio, R., Meyer, D. J., & Rodriguez, L. (2007). The critical nature of language of instruction compared to observed practices and high-stakes tests in transitional bilingual classrooms. 14(2), 27-36.
Robles-Piña, R. A., Norman, P., & Campbell-Bishop, C. (2007). Ethnic differences in fourth graders knowledge regarding sexual abuse. 14(2), 37-48.
Keedy, J. L., Björk, L. G., Winter, P. A., Rinehart, J. S., & Ricciardi, P. D.(2007). Is there a crisis in the superintendency? The Case of Kentucky. 14(2), 49-63.
Serota, S. B., & Bennett, L. (2007). Pre-service teacher socialization in early field experiences. 14(2), 64-77.
2007, Volume 14, Number 1
Daniel, L.G., & Onwuegbuzie, A. J. (2007). Editorial: Effective use of APA style in manuscript preparation, 14(1), i-x.
Hahs-Vaughn, D. L. (2007). Analyzing the early childhood longitudinal study-kindergarten (ELCS-K) class of 1998-1999 for early elementary reading-related research, 14(1), 1-18.
Leech, N. L. (2007).Requiring counseling in master's-level counseling programs: Students' perceptions of counseling and psychological characteristics, 14(1), 19-28.
Edwards, O. W. (2007). An analysis of the differential impact of IQ: Considering consequential validity and disproportionality, 14(1), 29-39.
Nunnery, J. A., & Ross, S. M. (2007). The effects of the School Renaissance Program on student achievement in reading and mathematics, 14(1), 40-59.
Craighead, E., & Ramanathan, H. (2007). Effective teacher interactions
with English language learners in mainstream classes, 14(1), 60-71.
2006, Volume 13, Number 2
Burke, R. V., Guck, T. P., Robinson, M. L., Powell, W., & Fichtner, L.O. (2006). Overcoming resistance to implementing classroom management strategies: Use of the Transtheoretical Model to explain teacher behavior. 13(2), 1-12.
Harris, H. L., & Duradoye, B. A. (2006). School counselor perceptions of multiracial students' disabilities. 13(2), 13-23.
Tangdhanakanond, K., Pitiyanuwat, S., & Archwamety, T. (2006). A development of portfolio for learning assessment of students taught by full-scale constructionism approach at Darunsikkhalai School. 13(2), 24-36.
Simon, J. B., & Childers, H. (2006). Principals' perceptions of school recess: Sources of information, benefits, and drawbacks. 13(2), 37-46.
Earley, M. A., Skidmore, R., & Fasko, D. (2006). Psychometric evaluation of the assessment of learner self-perceptions. 13(2), 47-61.
Hwang, Y. S., & Vrongistinos, K. (2006). Complexity of Asian American students' levels of academic motivation. 13(2), 62-71.
Arthur, C., Shepherd, L., & Sumo, M. (2006). The role of students'
diligence in predicting academic performance. 13(2), 72-80.
2006, Volume 13, Number 1 (Special Issue on Mixed Methods Research)
Creswell, J., Shope, R., Plano Clark, V. L., & Green, D. O. (2006). How interpretive qualitative research extends mixed methods research. 13(1), 1-11.
Teddlie, C., & Tashakkori, A. (2006). A general typology of research designs featuring mixed methods. 13(1), 12-28.
Sandelowski, M., Voils, C. I., & Barroso, J. (2006). Defining and designing mixed methods research synthesis studies. 13(1), 29-40.
Yin, R. K. (2006). Mixed methods research: Are the methods genuinely integrated or merely parallel? 13(1), 41-47.
Onwuegbuzie, A. J., & Johnson, R. B. (2006). The validity issue in mixed research. 13(1), 48-63.
Bazeley, P. (2006). The contribution of computer software to integrating qualitative and quantitative data analyses. 13(1), 64-74.
Chen, H. T. (2006). A theory-driven evaluation perspective on mixed methods research. 13(1), 75-83.
Caracelli, V. J. (2006). Enhancing the policy process through the use of ethnography and other study frameworks: A mixed-method strategy. 13(1), 84-92.
Greene, J. C. (2006). Toward a methodology of mixed methods social
inquiry. 13(1), 93-98.
2005, Volume 12, Number 2
Onwuegbuzie, A. J., & Daniel, L. G. (2005). Editorial: Evidence-based guidelines for publishing articles in Research in the Schools and beyond. 12(2), 1-11.
Heath, M. A., Young, E. L., Ashbaker, B. Y., & Smith, B. (2005). Sexual harassment of teachers serving students with disabilities. 12(2), 12-21.
Capraro, M. M. (2005). An introduction to confidence intervals for both statistical estimates and effect sizes. 12(2), 22-32.
Vogler, K. (2005). Impact of an accountability examination on Tennessee social studies teachers. 12(2), 33-40.
Kondrick, L. C., & Franklin, K. K. (2005). A conceptual model for action research design, analysis and evaluation. 12(2), 41-55.
Johnson, W. L., Johnson, A. M., & Gilliam, B. (2005). A second- and third-order analysis of work culture. 12(2), 56-71.
Stiler, G. (2005). Exploring the transformative intellectual: The attitudes and actions of reflective teachers. 12(2), 72-88.
Burnham, J. J., & Giesen, J. (2005). The American Fear Survey
Schedule for Children (FSSC-AM): An exploratory factor analysis with middle
and high school students. 12(2), 89-94.
2005, Volume 12, Number 1
Santoli, S., Salyer, B., Hopkins, W. S., & Varden, C. (2005). Types of changes in NCATE accredited elementary and secondary teacher education programs related to No Child Left Behind. 12(1), 1-9.
Onwuegbuzie, A. J., & Levin, J. R. (2005). Strategies for aggregating the statistically nonsignificant outcomes of a single study. 12(1), 10-19.
Wang, Y., & Falconer, R. (2005). Experiences of Asian-Chinese students in the United States: A case study. 12(1), 20-31.
Katayama, A., Rodriguez, A., Brumley, K., & Warash, B. (2005). Preschoolers' judgments of object quantity under the influence of color. 12(1), 32-40.
Dellinger, A. B. (2005).Validity and the review of the literature. 12(1), 41-54.
Hopkins, W. S., Bennett, P. V., Bailey, G., Byrd, K. O., Giles, R. M., Daphne, H., & Shaw, Jr., E. L. (2005). The Impact of a No Child Left Behind project upon the stress of preservice teachers. 12(1), 55-62.
Smith, D. C. (2005). Appalachian and rural student performance differences on Kentucky's Educational Assessment: Fourth grade results. 12(1), 63-71.
2004, Volume 11, Number 2
Jones, B. D., & Johnston, A. F. (2004). High-stakes testing in elementary school: Teachers' perceptions of the effects on teaching and student outcomes. 11(2), 1-16.
Vogler, K. E., & Butler-McCullough, D. A. (2004). The two-year impact of high stakes, state-mandated student performance assessment on teachers' instructional practices. 11(2), 17-32.
Lacina-Gifford, L. J., Kher, N., & Besant, K. (2004). Student teachers' knowledge of effective classroom management strategies for dealing with shy or withdrawn students. 11(2), 33-40.
Beretvas, S. N., & Robinson, D. H. (2004). How are effect sizes and p-values interpreted by professors of education? 11(2), 41-50.
Cost, H. C., & Simpson, R. G. (2004). A behavioral assessment investigation: Direct observation and behavior ratings. 11(2), 51-60.
Henson, R. K., Capraro, R. M., & Capraro, M. M. (2004). Reporting practice and use of exploratory factor analysis in educational research journals: Errors and explanation. 11(2), 61-72.
2004, Volume 11, Number 1
Daniel, L. G., & Onwuegbuzie, A. J. (2004). Beginning the second decade of Research in the Schools editorial. 11(1), 1-2.
Erktin, E. (2004). Teaching thinking for mathematics through the enhancement of metacognitive skills. 11(1), 3-13.
Klein, J. (2004). The effect of peer pressure among teachers on evaluation of achievement. 11(1), 14-21.
Finn, K. V. (2004). School characteristics related to in-school substance use. 11(1), 22-33.
Coward, F. L., Robinson, D. H., & Xu, C. (2004). The role of cultural background in using adjunct displays. 11(1), 34-40.
Weems, G. H. (2004). Impact of the number of response categories on frequency scales. 11(1), 41-49.
Onwuegbuzie, A. J., & Weems, G. H. (2004). Characteristics of item respondents who frequently utilize midpoint response categories on rating scales. 11(1), 50-59.
Daniel, L. G., & Onwuegbuzie, A. J. (2004). Reliability
generalization: The importance of considering sample specificity, confidence
intervals, and subgroup differences. 11(1), 60-71.
2003, Volume 10, Number 2
McLean, J. E., & Kaufman, A. S. (2003). A fond farewell editorial. 10(2), 1-2.
Tindal, G., & Anderson, L. (2003). Making decisions to accommodate students in reading: Issues and options in classroom research and practice. 10(2), 3-14.
Curtis, R. P. (2003). Preschoolers' counting across contexts: Three predictions based on the mapping hypothesis. 10(2), 15-27.
Martin, N. K., Shoho, A. R., & Yin, Z. (2003). Attitudes and beliefs regarding classroom management styles: The impact of teacher preparation vs. experience. 10(2), 29-34.
Onwuegbuzie, A. J., Witcher, A. E., Filer, J., Collins, K. M. T., & Moore, J. (2003). Factors associated with teachers' beliefs about discipline in the context of practice. 10(2), 35-44.
Newton, R. M., & Bishop, H. L. (2003). Predictors of teacher attraction for principalship: The influence of work conditions, job attributes, and teacher characteristics. 10(2), 45-51.
Miller-Whitehead, M. (2003). A kindergarten readiness assessment composed of testlets. 10(2), 53-62.
Cole, J. C., Oliver, T. M., McLeod, J. S., & Ouchi, B. Y. (2003). Cross-validating the construct-related validity of ACCUPLACER: A factor analytic approach. 10(2), 63-70.
Mundfrom, D. J., Shaw, D. G., Young, S., Thomas, A., & Moore, A. D. (2003). A common knowledge base in introductory graduate research courses. 10(2), 71-78.
Robinson, D. H., Funk, D. C., Halbur, D., & O'Ryan, L. (2003). The
.05 alpha level in educational research: Traditional, arbitrary, sacred,
magical, or simply psychological? 10(2), 79-86.
2003, Volume 10, Number 1
Terrazas, P., & Slate, J. R. (2003). Traditional versus the block instructional schedule: A statewide study. 10(1), 1-9.
Tichenor, M. S., Everett, D. D., & Heins, E. D. (2003). The evolution of a professional development school: Teacher perception across two years. 10(1), 11-20.
Miller-Whitehead, M. (2003). Education report cards: A comparison of city and county school districts. 10(1), 21-31.
Hwang, Y. S., Gorrell, J., & Chung, K. S. (2003). Self-regulated problem-solving awareness among Korean children. 10(1), 33-40.
Caldas, S. J., & Bankston, C. L., III. (2003). An evaluation of the consequences of school desegregation in Lafayette. 10(1), 41-52.
Henson, R. K. (2003). Relationships among preservice teachers' self-efficacy, task analysis, and classroom management beliefs. 10(1), 53-62.
Roberts, J. K., & Onwuegbuzie, A. J. (2003). Alternative approaches for interpreting coefficient alpha with homogeneous subsamples. 10(1), 63-69.
Onwuegbuzie, A. J. (2003). Expanding the framework of internal and external validity in quantitative research. 10(1), 71-89.
Amado, A. J. (2003). Partitioning predicted variance into constituent parts: A primer on regression commonality analysis. 10(1), 91-97.
2002, Volume 9, Number 2
Kaufman, J. C. (2002). Creativity in the schools: Introduction to this special issue and explanation. 9(2), 3-4.
Torrance, E. P., & Cramond, B. (2002). Needs of creativity programs, training, and research in the schools of the future. 9(2), 5-14.
Fasko, D., Jr. (2002). Creativity in the schools: What's going on? 9(2), 15-21.
Hennessey, B. A. (2002). The social psychology of creativity in the schools. 9(2), 23-33.
Baer, J. (2002). Are creativity and content standards allies or enemies? 9(2), 35-42.
Singer, J. L., & Lythcott, M. A. (2002). Fostering school achievement and creativity through sociodramatic play in the classroom. 9(2), 43-52.
Schlichter, C. L., & Palmer, W. R. (2002). Talents Unlimited: Thinking skills instruction as enrichment for all students. 9(2), 53-60.
Sternberg, R. J. (2002). Encouraging students to decide for
creativity. 9(2), 61-70.
2002, Volume 9, Number 1
Foote, C. (2002). Gender differences in attribution feedback in the elementary classroom. 9(1), 1-8.
Johnson, D. G., & Onwuegbuzie, A. J. (2002). Literacy Collaborative teaching and kindergarten children's word recording and text reading abilities. 9(1), 9-19.
Crooks, S. M., & Katayama, A. D. (2002). Effects of study note format on the comprehension of electronic text. 9(1), 21-32.
Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (2002). The role of foreign language anxiety and students' expectations in foreign language learning. 9(1), 33-50.
Inoue, Y., & Johnson, K. (2002). Faculty attitudes toward diversity and multiculturalism in an American Pacific Island university. 9(1), 51-59.
Kazelskis, R., & Reeves, C. (2002). The Fennema-Sherman Mathematics Anxiety Scale: An exploratory factor analysis. 9(1), 61-64.
Franklin, K. K. (2002). Qualitative coding: The allegory of the quilt. 9(1), 65-72.
Onwuegbuzie, A. J., & Daniel, L. G. (2002). Uses and misuses of the correlation coefficient. 9(1), 73-90.
2001, Volume 8, Number 2
Demps, D. L., & Onwuegbuzie, A. J. (2001). The relationship between eighth-grade reading scores and achievement on the Georgia High School Graduation Test. 8(2), 1-9.
Lapp, S. I. (2001). From Texas to Florida: Email peer coaching dialogues among preservice teachers. 8(2), 11-19.
Caldas, S. J., & Bankston, C. L., III (2001). East Baton Rouge, school desegregation, and white flight. 8(2), 21-32.
Miller-Whitehead, M. (2001). Science achievement, class size, and demographics: The debate continues. 8(2), 33-44.
Witcher, A. E., Onwuegbuzie, A. J., & Minor, L. C. (2001). Characteristics of effective teachers: Perceptions of preservice teachers. 8(2), 45-57.
Collins, K. M. T., & Gerber, M. M. (2001). Teachers' beliefs about mathematics reform: Instructional implications for students with learning disabilities. 8(2), 59-70.
Lammers, W. J., Onwuegbuzie, A. J., & Slate, J. R. (2001). Academic success as a function of the gender, class, age, study habits, and employment of college students. 8(2), 71-81.
Sullivan, J. R. (2001). The utility of statistical significance testing in psychological and educational research: A review of recent literature and proposed alternatives. 8(2), 83-91.
2001, Volume 8, Number 1
Diamond, P. J., & Onwuegbuzie, A. J. (2001). Factors associated with reading achievement and attitude among elementary school-aged students. 8(1), 1-11.
Bauer, S. C. (2001). An initial investigation into the effect of decision-making and communication practices on the perceived outcomes of site-based management. 8(1), 13-27.
Lurie, M., & Kaufman, N. (2001). An initial reintegration treatment of children with acute lympoblastic leukemia (ALL). 8(1), 29-43.
Mathews, J. G. (2001). Correlates of school academic success: A state report card study. 8(1), 45-50.
Wang, J. (2001). An empirical study of structural relations between science education and student career aspiration. 8(1), 51-60.
Onwuegbuzie, A. J, & DaRos-Voseles, D. A. (2001). The role of cooperative learning in research methodology courses: A mixed-methods analysis. 8(1), 61-75.
Barnette, J. J. (2001). Likert survey primacy effect in the absence or presence of negatively-worded items. 8(1), 77-82.
Oxford, R. M., & Daniel, L. G. (2001). Basic cross-validation:
Using the "holdout" method to assess generalizability of results.
2000, Volume 7, Number 2
McLean, J. E., & Kaufman, A. S. (2000). Editorial: Statistical significance testing and other changes to Research in the Schools. 7(2), 1-2.
Thompson, B., & Kieffer, K. M. (2000). Interpreting statistical significance test results: A proposed new "what if" method. 7(2), 3-10.
Richards, J. C., & Gipe, J. P. (2000). "First we read a great book": Interfacing literacy instruction with the arts in two urban elementary schools: Preservice teachers' case quandaries and accomplishments. 7(2), 11-20.
Fortune, J. C., & Spofford-Richardson, S. (2000). A critique of methods used to answer the question: Does money make a difference? 7(2), 21-31.
Gilbert, M. B. (2000). An analysis of factors relating to school-district size in Arkansas. 7(2), 33-39.
Vaughn, D. D., Slicker, E. K., & Van Hein, J. (2000). Adolescent problems and coping strategies: Alternative school versus non-alternative school students. 7(2), 41-47.
Reeves, E. B. (2000). High-stakes accountability and contextual effects: An empirical study of the fairness issue. 7(2), 49-58.
Newbill, S. L., & Clements, A. (2000). Developing an identity of third-graders. 7(2), 59-69.
Bruner, D. Y., & Greenlee, B. J. (2000). Measures of work culture in high and low performance schools. 7(2), 71-76.
2000, Volume 7, Number 1
Bramlett, R. K., Rowell, R. K., & Mandenberg, K. (2000). Predicting first grade achievement from kindergarten screening measures: A comparison of child and family predictors. 7(1), 1-9.
Dickson, B. L., Pinchback, C. L., & Kennedy, R. L. (2000). Academic achievement and magnet schools. 7(1), 11-17.
Smith, J. P., & Cage, B. N. (2000). The effects of chess instruction on the mathematics achievement of southern, rural, black secondary students. 7(1), 19-26.
Griffin, M. M., Robinson, D. H., & Carpenter, H. M. (2000). Changing teacher education students' attitudes toward using corporal punishment in the classroom. 7(1), 27-30.
Bretz, D., Kher, N., & Lacinda-Gifford, L. J. (2000). A comparison of attitudes and expectations of teachers and peers towards rural gifted female adolescents. 7(1), 31-36.
Smith, T., Smith, B. L., Bramlett, R. K., & Hicks, N. (2000). WISC-III stability over a three-year period in students with learning disabilities. 7(1), 37-41.
Minchew, S. S., & Amos, N. G. (2000). Cooperative editing: An effective strategy for error reduction in remedial freshman composition. 7(1), 43-52.
Onwuegbuzie, A. J., Slate, J. R., Paterson, F. R. A., Watson, M. H., & Schwartz, R. A. (2000). Factors associated with achievement in educational research courses. 7(1), 53-65.
1999, Volume 6, Number 2
Ricciardi, D. (1999). Examining professional development of principals as adult learners. 6(2), 1-8.
Causey, V. E. (1999). "Drafted into the front lines": Teacher efficacy during school desegregation in Columbus, Georgia, 1968-1975. 6(2), 9-24.
Proctor, K. M., & Livingston, M. J. (1999). The role of technology specialists: Case studies of change agents. 6(2), 25-32.
VanZile-Tamsen, C. (1999). Transforming graduate teacher education classes: Lessons from educational psychology. 6(2), 33-43.
Halpin, R. (1999). Breaking the rote memorization mindset of preservice teachers standards-based instruction: An integrated preservice teacher education model. 6(2), 45-54.
Barnette, J. J., & Gorham, K. (1999). Evaluation of teacher preparation graduates by NCATE accredited insititutions: Techniques used and barriers. 6(2), 55-62
Engec, N. (1999). Person-fit and the Rasch model: How seriously model fit is affected by appropriateness measurements in the Rasch model. 6(2), 63-74.
Kieffer, K. M. (1999). An introductory primer on the appropriate
use of exploratory and confirmatory factor analysis. 6(2),
1999, Volume 6, Number 1
DeMeulle, L. (1999). "More than having a vision:" The emergence of teacher leadership in a PDS. 6(1), 1-8.
Kochan, F. K., & Spencer, W. A. (1999). Preparing leaders for tomorrow's schools: The practitioners' perspectives. 6(1), 9-16.
Creighton, T. B. (1999). Schools without principals: Do both management and leadership exist? 6(1), 17-24.
White, B. L., & Daniel, L. G. (1999). Theoretical perspectives of instructional supervision in contemporary textbooks: A content analysis. 6(1), 25-31.
Inoue, Y. (1999). University teachers' perceived usefulness of computer-assisted instruction. 6(1), 33-40.
Wickes, K., & Slate, J. R. (1999). Math and reading tests: Dissimilar scores provided by similar tests for African-American students. 6(1), 41-45.
Bramlett, R. K., Dielmann, K. B., & Smithson, M. (1999). Screening for behavior problems in preschool: A comparison of the Social Skills Rating System (SSRS) and a structured teacher interview. 6(1), 47-52.
Whang, J. (1999). A structural model of student career aspiration
and science education. 6(1), 53-63.
1998, Volume 5, Number 2
Kaufman, A. S. (1998). Introduction to the special issue on statistical
significance testing. 5(2), 1.
Nix, T. W., & Barnette, J. J. (1998). The data analysis dilemma: Ban or abandon. A review of null hypothesis significance testing. 5(2), 3-14.
McLean, J. E., & Ernest, J. M. (1998). The role of statistical significance testing in educational research. 5(2), 15-22.
Daniel, L. G. (1998). Statistical significance testing: A historical overview of misuse and misinterpretation with implications for the editorial policies of educational journals. 5(2), 23-32.
Thompson, B. (1998). Statistical significance and effect size reporting: Portrait of a possible future. 5(2), 33-38.
Knapp, T. R. (1998). Comments on the statistical significance testing articles. 5(2), 39-41.
Levin, J. R. (1998). What if there were no more bickering about statistical significance tests? 5(2), 43-53.
Nix, T. W., & Barnette, J. J. (1998). A review of hypothesis testing revisited: Rejoinder to Thompson, Knapp, and Levin. 5(2), 55-57.
Ernest, J. M., & McLean, J. E. (1998). Fight the good fight: A response to Thompson, Knapp, and Levin. 5(2), 59-62.
Daniel, L. G. (1998). The statistical significance controversy is definitely not over: A rejoinder to responses by Thompson, Knapp, and Levin. 5(2), 63-65.
1998, Volume 5, Number 1
Campbell, T. C., & Duffy, M. (1998). Dropping out of secondary school: A descriptive discriminant analysis of early dropouts, late dropouts, alternative completers, and stayins. 5(1), 1-10.
McFadden, A. C., Rice, M. L., Wright, V. H., Saphore, R., & Keizer, J. (1998). Applications, trials, and successes of CU-SeeMe in K-12 classrooms in the southeast. 5(1), 11-17.
Martin, E. P., & Slate, J. R. (1998). Secondary school size and achievement in Georgia public schools. 5(1), 18-25.
Slate, J. R., & Jones, C. H. (1998). Fourth and fifth grade students' attitudes toward science: Science motivation and science importance as a function of grade level, gender, and race. 5(1), 27-32.
Dempsey, J. V., Fisher, III, S. H., & Hale, J. B.(1998). Quantitative graphical display use in a southern U.S. school system. 5(1), 33-42.
Onwuegbuzie, A. J. (1998). Statistics anxiety: A function of learning style? 5(1), 43-52.
Mittag, K. C., & Eltinge, E. M. (1998). Topic coverage in statistics courses: A national delphi study. 5(1), 53-60.
Lawrence, F., Halpin, G., & Halpin, G. (1998). Modeling asymmetric
hypotheses with log-linear techniques. 5(1), 61-68.
1997 Volume 4, Number 2
Sandoval, S. R., Gutkin, T. B., & Naumann, W. C. (1997). Racial identity attitudes and school performance among African American high school students: An exploratory study. 4(2), 1-8.
Whiteside-Mansell, L., Conners, N. A., Crawford, M., & Hanson, R. (1997). Evaluation of the teaching enhancements affecting minority students (TEAM) program. 4(2), 9-16.
Nishimura, N. J., & Bol, L. (1997). School counselors' perceptions of the counseling needs of biracial children in an urban educational setting. 4(2), 17-23.
Bean, R. M., Fulmer, D., Zigmond, N., & Grumet, J. V. (1997). How experienced teachers think about their teaching: Their focus, beliefs, and types of reflection. 4(2), 25-38.
Lindauer, P., Petrie, G., & Richardson, M. (1997). Teacher perception of Kentucky elementary principal leadership effectiveness and school-based council meeting effectiveness. 4(2), 39-47.
Daley, C. E., Griffin, H., & Onwuegbuzie, A. J. (1997). Prevalence and identification of attention-deficit hyperactivity disorder in a mid-southern state. 4(2), 49-56.
Turpin, T., & Hardin, D. T. (1997). A case study of an in-school suspension program in a rural high school setting. 4(2), 57-63.
Cole, J. C., & Lutkus, A. D. (1997). Score comparisons of ACCUPLACER
(computer-adaptive) and COMPANION (paper) reading tests: Empirical validation
and school policy. 4(2), 65-70.
1997 Volume 4, Number 1
Ittenbach, R. F., Billingsley, C., Spencer, R. M., Juergens, J. P., Frate, D. A., & Benson, W. H. (1997). Association between metals and cognitive, psychosocial, and psychomotor performance: A review of the literature. 4(1), 1-8.
Lacy, E. M., & Barnette, J. J. (1997). Support for prayer in the schools among appointed and elected Alabama superintendents and school board members. 4(1), 9-16.
Cole, J. C., Haley, K. A., & Muenz, T. A. (1997). Written expression reviewed. 4(1), 17-34.
Johnson, W. L., Snyder, K. J., Anderson, R. H., & Johnson, A. M. (1997). Assessing school work culture. 4(1), 35-43.
Fasko, D., Grubb, D. J., & Osborne, J. S. (1997). Suspensions of students with and without disabilities: A comparative study. 4(1), 45-50.
Downing, H., Austin, S., Lacour, E., & Martin, N. (1997). The effects of specific interventions on preservice teachers' scores on the National Teacher Exam. 4(1), 51-55.
MacKay, L. L., & Burgess, P. D. (1997). Assistant principals' concerns about their roles in the inclusion process. 4(1), 57-66.
Moody, M. S. (1997). Proper use of two-period crossover design when practice effects are present. 4(1), 67-72.
1996, Volume 3, Number 2
Ben-Zeev, T. (1996). Are students overly confident in their mathematical errors? 3(2), 1-8.
Knight, C. B., Halpin, G., & Halpin, G. (1996). Effects of learning style accommodation on achievement of second graders. 3(2), 9-14.
Slate, J. R., & Jones, C. H. (1996). Differences in reading and math achievement test scores for students experiencing academic difficulty. 3(2), 15-21.
Richards, J. C., Moore, R. C., & Gipe, J. P. (1996). Preservice teachers in two different multicultural field programs: The complex influence of school context. 3(2), 23-34.
Kher-Durlabhji, N., & Lacina-Gifford, L. J. (1996). Beam me up Scottie: Professors' and students' experiences with distance learning. 3(2), 35-39.
McGinty, D. (1996). The demise of the Georgia Teacher Performance Assessment Instrument. 3(2), 41-47.
Barnette, J. J. (1996). Responses that may indicate nonattending behaviors in three self-administered educational surveys. 3(2), 49-59.
Arnold, M. E. (1996). Influences on and limitations of classical test
theory reliability estimates. 3(2), 61-74.
1996 Volume 3, Number 1
Shannon, D. M., Swetman, D. L., Barry, N. H., & vonEschenbach, J. F. (1996). Effective teaching behaviors for beginning teachers: A multiple perspective. 3(1), 1-11.
Wang, J., Oliver, J. S., & Lumpe, A. T. (1996). The relationship of student attitudes toward science, mathematics, English and social studies in U.S. secondary schools. 3(1), 13-21.
Kaufman, A. S., Kaufman, J. C., Kaufman, N. L., & Simon, M. (1996). The verbal and nonverbal intelligence of American vs. French children at ages 6 to 16 years. 3(1), 23-33.
Britt, S. E., & Kim, J. K. (1996). The prediction of academic achievement using non-academic variables. 3(1), 35-43.
Clements, A. D., & Rothenberg, L. (1996). Testing at higher taxonomic levels: Are we jeopardizing reliability by increasing the emphasis on complexity? 3(1), 45-50.
Hassenpflug, A. (1996). The selection of female secondary school assistant principals and transformational leadership. 3(1), 51-59.
Bailey, T. L., & Bol, L. (1996). A survey of accelerated master of teaching program graduates at The University of Memphis. 3(1), 61-66.
Wu, Y., & McLean, J. E. (1996). Using a priori versus post-hoc assignment of a concomitant variable to achieve optimal power from ANOVA, block, and ANCOVA designs. 3(1), 67-82.
1995, Volume 2, Number 2
Purkey, W. W., & Strahan, D. (1995). School transformation through invitational education. 2(2), 1-6.
Zaharias, J. B., Achilles, C. M., & Cain, V. A. (1995). The effect of random class assignment on elementary students' reading and mathematics achievement. 2(2), 7-14.
Gurewitz, S., & Kramer, J. (1995). Retention across elementary schools in a midwestern school district. 2(2), 15-21.
Achilles, C. M., Harman, P., & Egelson, P. (1995). Using research results on class size to improve pupil achievement outcomes. 2(2), 23-30.
Sinclair, A., & Baldwin, B. (1995). Biology students' beliefs about evolutionary theory and religion. 2(2), 31-38.
Hardin, D. T. (1995). Principal leadership style, personality type, and school climate. 2(2), 39-45.
Wellhousen, K., & Martin, N. K. (1995). Preservice teachers and standardized test administration: Their behavioral predictions regarding cheating. 2(2), 47-49.
Taylor, D. L., Thompson, B., & Bogotch, I. E. (1995). A typology of
school climate reflecting teacher participation: A Q-technique study.
1995, Volume 2, Number 1
Barnette, J. J., Walsh, J. A., Orletsky, S., & Sattes, B. D. (1995). Staff development for improved classroom questioning and learning. 2(1), 1-10.
Oglesby, F., & Suter, W. N. (1995). Matching reading styles and reading instruction. 2(1), 11-15.
Gonzalez, J. J., & Hynd, G. W. (1995). Internalizing/externalizing symptomology in subtypes of attention-deficit disorder. 2(1), 17-26.
Schipull, D. W., Reeves, C. K., & Kazelskis, R. (1995). Reliability and validity of dimensions of teacher concern. 2(1), 27-33.
Kher-Durlabhji, N., Lacina-Gifford, L. J., Carter, R. B., & Jones, R. (1995). Preservice teachers' views on standardized testing practices. 2(1), 35-40.
Richards, J. C., Gipe, J. P., & Moore, R. C. (1995). Lessons in the field: Context and the professional development of university participants in an urban school placement. 2(1), 41-54.
Jones, C. H., Slate, J. R., & Marini, I. (1995). Locus of control, social interdependence, academic preparation, age, study time, and study skills of college students. 2(1), 55-62.
McLean, J. E., & Kaufman, A. S. (1995). The Harrington-O'Shea
Decision-Making System (CDM) and the Kaufman Adolescent and Adult Intelligence
Test (KAIT): Relationship of interest scales to fluid and crystallized IQs
at ages 12 to 22 years. 2(1), 63-73.
1994, Volume 1, Number 2
McLean, J. E. (1994). In memoriam: Ralph W. Tyler 1902-1994. 1(2), 1.
Ross, S. M., Smith, L. J., Nunnery, J., Douzenis, C., McLean, J. E., & Trentham, L. L. (1994). Do funding inequities produce educational disparity? Research issues in the Alabama case. 1(2), 3-14.
Stanley, P. H., & Purkey, W. W. (1994). Student self-concept-as-learner: Does invitational education make a difference? 1(2), 15-22.
Howerton, D. L., Enger, J. M., & Cobbs, C. R. (1994). Self-esteem and achievement of at-risk adolescent black males. 1(2), 23-27.
Moon, S., Byun, C., McLean, J. E., & Kaufman, A. S. (1994). Sequential-simultaneous profile analysis of Korean children's performance on the Kaufman Assessment Battery for Children (K-ABC). 1(2), 29-35.
Johnson, W. L., & Johnson, A. M. (1994). An analysis of the Charles F. Kettering Climate Profile. 1(2), 37-46.
DeMoulin, D. F. (1994). Students and the first amendment: Has the judicial process come full circle? 1(2), 47-51.
Richards, J. C., & Gipe, J. P. (1994). Metaphor analysis: An alternative approach for identifying preservice teachers' orientations. 1(2), 53-60.
Johnson, C. C., & Rakow, E. A. (1994). The effects of violations of data set assumptions when using the oneway, fixed-effects analysis of variance and the one concomitant analysis of variance. 1(2), 61-75.
Kim, J. K. (1994). Effects of item parameters on ability estimation
in item response theory. 1(2), 77-84.
1994, Volume 1, Number 1
McLean, J. E. (1994). Sixty years of research in the schools: A conversation with Ralph W. Tyler. 1(1), 1-8.
Nye, B. A., Achilles, C. M., Boyd-Zaharias, J., Fulton, B. D., & Wallenhorst, M. P. (1994). Small is far better. 1(1), 9-20.
Thomson, W. A., Miller, L. M., Shargey, B. O., Denk, J. P., & Thompson, B. (1994). Aspirations of minority high school seniors in relation to health professions career objectives. 1(1), 21-28.
Johnson, W. L., Snyder, K. J., & Johnson, A. M. (1994). Leadership for productive schools. 1(1), 29-35.
Kaufman, A. S., & McLean, J. E. (1994). The relationship of the Murphy-Meisgeier Type Indicator for Children to sex, race, and fluid-crystallized intelligence on the KAIT at ages 11 to 15. 1(1), 37-47.
Jarrell, M. G. (1994). A comparison of two procedures, the Mahalanobis distance and the Andrews Pregibon statistic, for identifying multivariate outliers. 1(1), 49-58.
Slate, J. R., Jones, C. H., Turnbough, R., & Bauschlicher, L. (1994). Gender differences in achievement scores on the Metropolitan Achievement Test-6 and the Stanford Achievement Test-8. 1(1), 59-62.
Iran-Nejad, A. (1994). The global coherence context in educational practice: A comparison of piecemeal and whole-theme approaches to learning and teaching. 1(1), 63-76.
Return to MSERA home page