Isllc research List ord, S. M. (1997)



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ISLLC Research List
ord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational DevelopH

Ackerman, R. H., & Maslin-Ostrowski, P. (2002). The wounded leader: How real leadership emerges in times of crisis. San Francisco: Jossey-Bass.

Adams, C. (2010). Social determinants of student trust in high poverty elementary schools. In W. K. Hoy & M. DiPaola (Eds.), Analyzing school contexts: Influences of principals and teachers in the service of students (pp. 255-280). Charlotte, NC: Information Age.

Adams, C. (2010). Social determinants of student trust in high poverty elementary schools. In W. K. Hoy & M. DiPaola (Eds.), Analyzing school contexts: Influences of principals and teachers in the service of students (pp. 255-280). Charlotte, NC: Information Age.

Adams, C., & Forsyth, P. (2009). Conceptualizing and validating a measure of student trust. In W. K. Hoy & M. DiPoala (Eds.), Studies in school improvement (pp. 263-277). Charlotte, NC: Information Age.

Adams, G., Gullotta, T., & Clancy, M. (1985). Homeless adolescents: A descriptive study of similarities and differences between runaways and throwaways. Adolescence, 20(79), 715-724.



advancement. New Haven, CT: Yale University Press.

African American students at middle adolescence: Positive effects of early

Agatston, P. W., Kowalski, R., & Limber, S. (2007). Students’ perspectives on cyber bullying. Journal of Adolescent Health41(6), S59-S60. JM

Ainscow, M., & Southworth, G. (1996). School improvement: A study of the roles of leaders and external consultants. School Effectiveness and School Improvement, 7(3), 229-251.

Ainsworth-Darnell, J.W., & Downey, D.B. (1998). Assessing the oppositional culture

Akerhielm, K. (1995). Does class size matter?. Economics of Education Review14(3), 229-241.

Akhtar, S., & Stronach, I. (1986). They call me Blacky. Times Educational Supplement19, 23.

Akos, P. (2002). Student Perceptions of the Transition from Elementary to Middle School.

Alder, N. (2002). Interpretations of the Meaning of Care Creating Caring Relationships in Urban Middle School Classrooms. Urban Education37(2), 241-266.

Alexander, K. L., Entwisle, D.R., & Bedinger, S.D. (1994). When expectations work:

Alexander, K., & Entwisle, D. (1996). Schools and children at risk. In A. Booth & J. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 67-88). Mahwah, NJ: Lawrence Erlbaum Associates.

Alexander, K., Entwisle, D., & Horsey, C. (1997). From first grade forward: Early foundations of high school dropout. Sociology of Education, 70(2), 87-107.

Alexander, K.L. & Cook, M.A. (1982). Curricula and coursework: A surprise ending to a familiar story. American Sociological Review, 47(5), 626-640.

Alexander, K.L. & McDill, E.L. (1976). Selection and allocation within schools: Some causes and consequences of curriculum placement. American Sociological Review, 41, 936-980.

Alexander, K.L., Cook, M., & McDill, E.L. (1978). Curriculum tracking and educational stratification: Some further evidence. American Sociological Review, 43, 47-66.

Alexander, K.L., Entwisle, D.R., & Olson, L.S. (2001). Schools, achievement, and

Alexander, K.L., Olson, L.S., & Entwisle, D.R. (2007). Lasting consequences of the summer learning gap. American Sociological Review.

Alker, J. (1992). Ensuring access to education: The role of advocates for homeless children and youth. In J. H. Stronge (Ed.), Educating homeless children and adolescents: Evaluating policy and practice (pp. 179-193). Newbury Park, CA: Sage Publications, Inc.

Allen, J. D. (1986). Classroom management: Students’ perspectives, goals, and strategies. American Educational Research Journal23(3), 437-459. JM

Allensworth, E. M., & Easton, J. Q. (2005). The on-track indicator as a predictor of high school graduation. Chicago: Consortium on Chicago School Research at the University of Chicago.

Allie-Carson, J. (1990). Structure and interaction patterns of home school families. Home School Researcher, 6(3), 11-18.

Allington, R. (1983). The reading instruction provided readers of differing reading ability. Elementary School Journal, 83(5), 548-559.

Allington, R. (1997). Why does literacy research so often ignore what really matters? In C.K. Kinzer, K.A. Hinchman, & D.J. Leu (Eds.), Inquiries in literacy: Theory and practice (pp. 1-12). Chicago: National Reading Conference.

Alvermann, D. E., Young, J. P., Weaver, D., Hinchman, K. A., Moore, D. W., Phelps, S. F., ... & Zalewski, P. (1996). Middle and High School Students' Perceptions of How They Experience Text‐Based Discussions: A Multicase Study. Reading Research Quarterly31(3), 244-267.

Alvermann, D.E. (2005, September). Literacy on the edge: How close are we to closing the literacy achievement gap? Voices from the Middle, 31(1), 8-14.

America. International Journal of Qualitative Studies in Education, 16(4), 509-531.

American Academy of Pedatrics. (2005). Providing care for immigrant, homeless, and migrant children. Pediatrics, 115(4), 1095-1100.

American high school seniors’ academic achievement. Journal of Negro



American Sociological Review, 55(1), 127-142.

An anthropological study. Learning Disability Quarterly, 6(4), 395-404.



Analysis Archives, 11. Retrieved October 19, 2007, from http://epaa.asu.edu/

analysis of high school course-taking patterns with implications for local policy

Ancess, J. (2000). The reciprocal influence of teacher learning, teaching practice, school restructuring, and student learning outcomes. The Teachers College Record102(3), 590-619.

Ancess, J. (2000). The reciprocal influence of teacher learning, teaching practice, school restructuring, and student learning outcomes. The Teachers College Record, 102(3), 590–619.

Ancess, J. (2003). Beating the odds: High schools as communities of commitment. New York: Teachers College Press.

Ancess, J. (2003). Beating the odds: High schools as communities of commitment. New York: Teachers College Press.

and Composition: Course Description. New York: Author.

and Issues in educating English language learners. A technical assistance

and M. Phillips (Eds.), The black-white test score gap (318-374). Washington, DC: Brookings Institution Press.

and malleability. Child Development, 54(2), 260-267.

and perceived social context of poor urban youth. Child Development, 65(2), 507-522.

and performances of women and African Americans. American Psychologist,

and Problem Solving: PISA 2003 Results From the U.S. Perspective. (NCES

and racial differences. Working Paper No. 4784. National Bureau of Economic

and what can be done about it. Remedial and Special Education. 24(4), 199-203.

Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology94(4), 795.

Anderman, E. M., Maehr, M. L., & Midgley, C. (1999). Declining motivation after the transition to middle school: Schools can make a difference. Journal of Research & Development in Education.

Anderman, L. H. (2003). Academic and social perceptions as predictors of change in middle school students' sense of school belonging. The Journal of Experimental Education72(1), 5-22. (JM)

Anders, P.L., Hoffman, J.V., & Duffy, G.G. (2000). Teaching teachers to teach reading: Paradigm shifts, persistent problems, and challenges. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 719-742). Mahwah, NJ: Lawrence Erlbaum.

Anderson, C. S. (1982). The search for school climate: A review of the research. Review of educational research52(3), 368-420.

Anderson, L., Janger, M., & Panton, K. (1995). An evaluation of state and local efforts to serve the educational needs of homeless children and youth. Washington, DC: Policy Study Associates. No. LC 89089001.

Anderson, R. E., & Dexter, S. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly,41(1), 49-82.

Anderson, R.C., Hiebert, E. H., Scott, J. A., & Wilkinson, I .A. G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: The National Institute of Education. U.S. Department of Education.

Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: The National Institute of Education. U.S. Department of Education.

Anderson, S., Moore, S., & Sun, J. (2009). Positioning the principals in patterns of school leadership distribution. In K. Leithwood, B. Mascall, & T. Strauss (Eds.), Distributed leadership according to the evidence (pp. 111-136). London: Routledge.

Anderson, S., Moore, S., & Sun, J. (2009). Positioning the principals in patterns of school leadership distribution. In K. Leithwood, B. Mascall, & T. Strauss (Eds.), Distributed leadership according to the evidence (pp. 111-136). London: Routledge.

Anderson, V.E., & Gruhn. W.T. (1962). Principles and practices of secondary education (2nd ed.). New York: Ronald.

Annenberg Institute for School Reform. (2004). Professional learning communities: Professional development strategies that improve instruction. Retrieved from www.annenberginstitute.org.

Anooshian, L. (2000). Moving to educational success: Building positive relationships for homeless children. In J.H. Stronge & E. Reed-Victor (Eds.), Educating homeless students: Promising practices (pp. 79-98). Larchmont, NY: Eye on Education, Inc.

Anooshian, L. (2005). Violence and aggression in the lives of homeless children: A review. Aggression and Violent Behavior, 10(2), 129-152.

Antrop-González, R. (2006). Toward the “School as Sanctuary” Concept in Multicultural Urban Education: Implications for Small High School Reform. Curriculum Inquiry, 36(3), 273–301.

Antrop-Gonzalez, R. (2006). Toward the school as sanctuary concept in multicultural urban education: Implications for small high school reform. Curriculum Inquiry, 36(3), 273-301.

Antrop-Gonzalez, R., & De Jesus, A. (2006). Toward a theory of critical care in urban small school reform: Examining structures and pedagogies of caring in two Latino community-based schools. International Journal of Qualitative Studies in Education, 19(4), 409-433.

Antunez, B., DiCerbo, P.A., & Menken, K. (2000). Framing effective practice: Topics

Anyon, J. (1980). Social Class and the Hidden Curriculum of Work. Journal of Education, 162(1).

Aponte, H. J. (1976). The Family‐School Interview: An Eco‐Structural Approach. Family Process15(3), 303-311.

Apostoleris, N. H. (1999). The development of children's motivation in the homeschool setting. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Albuquerque, NM.

Apple, M. (2000a). Away with all teachers: The cultural politics of home schooling. International Studies in Sociology of Education, 10(1), 61-80.

Apple, M. (2000b). The cultural politics of home schooling. Peabody Journal of Education, 75(1), 256-271.

Apple, M. (2005) Away with all teachers: The cultural politics of home schooling. In B.S. Cooper (Ed.), Home schooling in full view, pp. 75-95. Greenwich, CT: Information Age Publishing.

Apple, M. (2007). Who needs teacher education? Gender, technology, and the work of home schooling. Teacher Education Quarterly, 34(2), 111-130.

Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386.

Arai, B. (1999). Homeschooling and the redefinition of citizenship. Education Policy Analysis Archives, 7(27), 1-15.

Arai, B. (2000). Reasons for home schooling in Canada. Canadian Journal of Education, 25(3), 204-217.



Archive, 14(8), 1-109.

Armon, J. (1990). Is home schooling for everyone? In A. Pederson and P. O'Mara (Eds.), Schooling at home: Parents, kids, and learning (p. 21). Santa Fe, NM: John Muir Publications.

Armor, G. (1992). Why is black educational achievement rising? The Public Interest,

Armor, G. (2008). Can NCLB close achievement gaps?! In A.R. Sadovnik, J.A. O’Day,

Arnot, M., McIntyre, D., Pedder, D., & Reay, D. (2004). Consultation in the classroom: Developing dialogue about teaching and learning. Cambridge: Pearson Publishing.

Aron, L., & Fitchen, J. (1996). Rural homelessness: A synopsis. In J Bauhmol (Ed.), Homelessness in America (pp. 81-85). Phoenix, AZ: Oryx Press.

Askew, B. J., & Gaffney, J. S. (1999). Reading recovery: Waves of influence on literacy education. In J. S. Gaffney & B. J. Askew (Eds.), Stirring the waters: The influence of Marie Clay (pp. 75-98). Portsmouth, NH: Heinemann.

Askew, B. J., & Gaffney, J.S. (1999). Reading recovery: Waves of influence on literacy education. In J.S. Gaffney & B.J. Askew (Eds.), Stirring the waters: The influence of Marie Clay (pp. 75-98). Portsmouth, NH: Heinemann.

Askew, B. J., Fountas, I. C., Lyons, C. A., Pinnell, G. S., & Schmitt, M. C. (2000). A review of Reading Recovery. In R. D. Robinson, M. C. McKenna, & J. M. Wedman (Eds.), Issues and trends in literacy education (2nd ed., pp. 284-303). Needham Heights, MA: Allyn & Bacon.

Astbury, J., Atkinson, J., Duke, J. Easteal, P., Kurrle, S., Tait, P., et al. (2000). The impact of domestic violence on individuals. Medical Journal of Australia, 173, 427-431. [no issue #]

Astor, R. A., Meyer, H. A., & Pitner, R. O. (2001). Elementary and middle school students' perceptions of violence-prone school subcontexts. The Elementary School Journal, 511-528.

Atweh, B., & Burton, L. (1995). Students as researchers: Rationale and critique. British Educational Research Journal21(5), 561-575. (JM)

Au, K. H. (2002). Communities of Practice: Engagement, imagination, and alignment in research on teacher education. Journal of Teacher Education, 53(3), 222-227.

Au, K. H. (2002). Communities of Practice: Engagement, imagination, and alignment in research on teacher education. Journal of Teacher Education, 53(3), 222-227.

Au, K.H. & Asam, C.L. (1996). Improving the literacy achievement of low-income students of diverse backgrounds. In M.F. Graves, P. van den Broek, & B.M. Taylor (Eds.), The first R: Every child’s right to read (pp. 199-223). New York: Teachers College Press.

Aud, S. (2007). Education by the numbers: The fiscal effect of school choice programs, 1990-2006. Indianapolis, IN: Milton and Rose D. Friedman Foundation.

Auerbach, S. (2007). Visioning parent engagement in urban schools. Journal of School Leadership, 17(6), 699-734

Auerbach, S. (2007). Visioning parent engagement in urban schools. Journal of School Leadership, 17(6), 699-734.

Auerbach, S. (2009). Walking the walk: Portraits in leadership for family engagement in urban schools. School Community Journal, 19(1), 9–32.

Auerbach, S. (2009). Walking the walk: Portraits in leadership for family engagement in urban schools. School Community Journal, 19(1), 9–32.

Auerswald, C., & Eyre, S. (2002). Youth homelessness in San Francisco: A life cycle approach. Social Science & Medicine, 54(10), 1497–1512.

Aurini, J., & S. Davies (2005). Choice without markets: Homeschooling in the Context of Private Education. British Journal of Sociology of Education, 26(4), 461-474.

Austin, G. (1978). Process evaluation: A comprehensive study of outliers. Baltimore: Maryland State Department of Education and Center for Research and Development, University of Maryland.

Aviles de Bradley, A. (2008). Educational rights of homeless children and youth: Legal and community advocacy. American Educational History Journal, 35(2), 261-277.

Aviles, A., & Helfrich, C. (1991). Life skill service needs. Journal of Adolescence, 33(4), 331-338.

Bacharach, V.R., Baumeister, A.A., & Farr, R.M. (2003, March). Racial and gender science achievement gaps in secondary education. The Journal of Genetic Psychology, 164(1), 115-126.

Backer, T., & Howard, E. (2007). Cognitive impairments and the prevention of homelessness: Research and practice review. Journal of Primary Prevention, 28(3-4), 375-388.

background, parenting practices, and the black-white test score gap. In C. Jencks and M. Phillips (Eds.), The black-white test score gap (103-145). Washington, DC: Brookings Institution Press.

Baenen, N., Dulaney, C., Yamen, K., & Banks, K. (2002). Gaps in academic achievement: WCPSS status, 2001-02. Raleigh, NC: Wake County Public Schools, Department of Evaluation and Research.

Baenen, N., Dulaney, C., Yamen, K., & Banks, K. (2002). Gaps in academic achievement: WCPSS status, 2001-02. Raleigh, NC: Wake County Public Schools, Department of Evaluation and Research.

Baggerly, J., & Borkowski, T. (2004). Applying the ASCA national model to elementary school students who are homeless: A case study. Professional School Counseling, 8(2), 116-123.

Bahr, H. (1973). Skid Row: An Introduction to Disaffiliation. New York: Oxford University Press.

Bainbridge, W.L., & Lasley, T.J. (2002, August). Demographics, diversity, and K-12 accountability. Education and Urban Society, 34(4), 422-437.

Baker, D., & Stevenson, D.L. (1986). Mothers’ strategies for children’s school

Baker, J. A. (1999). Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school.The Elementary School Journal, 57-70.

Baker, J. A., Terry, T., Bridger, R., & Winsor, A. (1997). Schools as caring communities: A relational approach to school reform. The School Psychology Review, 26(4), 586-602.

Baldi, S., Jin, Y., Skemer, M., Green, P.J., & Herget, D. (2007). Highlights From PISA

Balfanz, R. & Byrnes, V. (2006). Closing the mathematics achievement gap in high-poverty middle schools: Enablers and constraints. Journal of Education for Students Placed at Risk, 11(2), 143-59.

Balfanz, R. & Byrnes, V. (2006). Closing the mathematics achievement gap in high- poverty middle schools: Enablers and constraints. Journal of Education for

Balfanz, R., Herzog, L., & MacIver, D. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions. Educational Psychologist, 42(4), 223-235.

Balfanz, R., Herzog, L., & MacIver, D. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions. Educational Psychologist, 42(4), 223-235.

Bali, V.A., & Alvarez, R.M. (2003). Schools and educational outcomes: What causes the

Banathy, B. H. (1988). An outside-in approach to design inquiry in education. In Far West Laboratory for Educational Research and Development (Ed.), The redesign of education: A collection of papers concerned with comprehensive educational reform (Vol. 1, pp. 51-71). San Francisco: Far West Laboratory.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.

Bankston, C., & Caldas, S. J. (2006, December). Majority African American schools and social injustice: The influence of defacto segregation on academic achievement. Social Forces, 75(2), 535-555.

Bankston, C., & Caldas, S.J. (1998). Family structure, schoolmates, and racial

Bao, W., Whitbeck, L., & Hoyt, D. (1992). Abuse, support, and depression among homeless and runaway adolescents. Journal of Health and Social Behavior, 41(4), 408-420.

Barber, B. R. (1984). Strong democracy: Participatory politics for a new age. Berkeley, CA: University of California Press.

Barker, B. (2001). Do leaders matter? Educational Review, 53(1), 65-76.

Barker, P. (1990). The home schooled teenager grows up. In A. Pederson & P. O'Mara (Eds.), Schooling at home: Parents, kids, and learning (p. 20). Santa Fe, NM: John Muir Publications.

Barnes, C. A., Camburn, E., Sanders, B. R., & Sebastian, J. (2010). Developing instructional leaders: Using mixed methods to explore the black box of planned change in principals’ professional practice. Educational Administration Quarterly, 46(2), 241 -279.

Barnes, C. A., Camburn, E., Sanders, B. R., & Sebastian, J. (2010). Developing instructional leaders: Using mixed methods to explore the black box of planned change in principals’ professional practice. Educational Administration Quarterly, 46(2), 241 -279.

Barnett, K., & McCormick, J. (2004). Leadership and individual principal-teacher relationships in schools. Educational Administration Quarterly, 40(3), 406-434.

Barnett, K., & McCormick, J. (2004). Leadership and individual principal-teacher relationships in schools. Educational Administration Quarterly, 40(3), 406-434.

Barnett, K., McCormick, J., & Conners, R. (2001). Transformational leadership in schools: Panacea, placebo, or problem? Journal of Educational Administration, 39(1), 24-46.

Barnett, K., McCormick, J., & Conners, R. (2001). Transformational leadership in schools: Panacea, placebo, or problem? Journal of Educational Administration, 39(1), 24-46.

Baron, R., Tom, D., & Cooper, H. (1985). Social class, race, and teacher expectations.

Baron, S. (2003). Street youth violence and victimization. Trauma, Violence, and Abuse, 4(1), 22-44.

Baron, S. (2003). Street youth violence and victimization. Trauma, Violence, and Abuse, 4(1), 22-44.

Baron, S., & Hartnagel, T. (1997). Attributions, affect, and crime: Street youth's reactions to unemployment. Criminology, 35(3), 409.

Baron, S., & Hartnagel, T. F. (1998). Street youth and criminal violence. Journal of Research in Crime and Delinquency, 35(2), 166-192.

Baron, S., & Kennedy, L. (1998). Deterrence and homeless male street youths. Canadian Journal of Criminology. 40(1), 27-60.

Baron, S., Kennedy, L., & Forde, D. (2001). Male street youths' conflict: The role of background, subcultural and situational factors. Justice Quarterly, 18(4), 759-789.

Barona & E.E. Garcia (Eds.), Children at risk: Poverty, minority status, and other

Barona, A., & Garcia, E.E. (1990). Children at risk: Poverty, minority status, and other

Barry, P., Ensign, J., & Lippek, S. (2002). Embracing street culture: Fitting health care into the lives of street youth. Journal of Transcultural Nursing, 13(2), 145-152.



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