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



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Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal30(2), 295-311. (JM)

Fielding, M., & Bragg, S. (2003). Students as researchers: Making a difference. Cambridge: Pearson Publishing.

Fierman, A., Dreyer, B., Quinn, L., Shulman, S., Courtlandt, C., & Guzzo, R. (1991). Growth delay in homeless children. Pediatrics, 88(5), 918-925.

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Fine, M. (1993). " You Can't Just Say That the Only Ones Who Can Speak Are Those Who Agree with Your Position": Political Discourse in the Classroom. Harvard Educational Review63(4), 412-434.

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Finn, C.E., Manno, B.V., & Vanourek, G. (2000). Charter schools in action: Renewing public education. Princeton, NJ: Princeton University Press.

Finn, J. D. (1989). Withdrawing from school. Review of educational research, 59(2), 117-142.

Finn, J. D., & Cox, D. (1992). Participation and withdrawal among fourth-grade pupils. American Educational Research Journal, 29(1), 141-162.

Finn, J. D., & Rock, D. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221-234.

Finn, J., & Rock, D.A. (1997). Academic success among students at risk for school

Finn, J.D. (1998). Class size and students at risk. What is known? What is next?

Finn, J.D., & Achilles, C.M. (1990). Answers and questions about class size: A statewide

Finnigan, K. S., & Gross, B. (2007). Do accountability policy sanctions influence teacher motivation? Lessons from Chicago’s low-performing schools. American Educational Research Journal, 44(3), 594-630.

Finnigan, K. S., & Gross, B. (2007). Do accountability policy sanctions influence teacher motivation? Lessons from Chicago’s low-performing schools. American Educational Research Journal, 44(3), 594-630.

Firestone, W. A., & Martinez, M. C. (2007). Districts, teacher leaders, and distributed leadership: Changing instructional practice. Leadership and Policy in Schools, 6(1), 3–35.

Firestone, W. A., & Martinez, M. C. (2007). Districts, teacher leaders, and distributed leadership: Changing instructional practice. Leadership and Policy in Schools, 6(1), 3–35.

Firestone, W. A., & Martinez, M. C. (2009). Districts, teacher leaders, and distributed leadership: Changing instructional practice. In K. Leithwood, B. Mascall, & T. Strauss (Eds.), Distributed leadership according to the evidence (pp. 61-86). London: Routledge.

Firestone, W. A., & Wilson, B. L. (1985). Using bureaucratic and cultural linkages to improve instruction: The principal’s contribution. Educational Administration Quarterly, 21(2), 7 -30.

Firestone, W. A., & Wilson, B. L. (1985). Using bureaucratic and cultural linkages to improve instruction: The principal’s contribution. Educational Administration Quarterly, 21(2), 7 -30.

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first two years of school. Working paper #8975, National Bureau of Economic

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Fisher, C., & Adler, M.A. (1999, December). Early reading programs in high-poverty schools: Emerald Elementary beats the odds. Ann Arbor: University of Michigan, Center for the Improvement of Early Reading Achievement.

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Foster, R., & St. Hilaire, B. (2003). Leadership for school improvement: principals’ and teachers perspectives. International Electronic Journal for Leadership in Learning, 7(3), 1-18.

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Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). Capturing teachers’ generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653-689.

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Fraser, B. J., & O’Brien, P. (1985). Student and Teacher Perceptions of the Environment of Elementary School Classrooms. The Elementary School Journal, 85(5), 567–580.

Frau-Ramos, M., & Nieto, S. (1991). " I Was An Outsider": Dropping Out among Puerto Rican Youths in Holyoke, Massachusetts.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research74(1), 59-109.

Freiberg, H. J., Huzinec, C. A., & Templeton, S. M. (2009). Classroom management—a pathway to student achievement: A study of fourteen inner-city elementary schools. The Elementary School Journal, 110(1), 63-80.

Freiberg, H. J., Huzinec, C. A., & Templeton, S. M. (2009). Classroom management—a pathway to student achievement: A study of fourteen inner-city elementary schools. The Elementary School Journal, 110(1), 63-80.

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Friedkin, N. E., & Slater, M. R. (1994). School leadership and performance: A social network approach. Sociology of Education, 67(2), 139-157.

Friedkin, N. E., & Slater, M. R. (1994). School leadership and performance: A social network approach. Sociology of Education, 67(2), 139-157.

Frost, D., & Durant, J. (2003, May). Teacher leadership: Rationale, strategy, and impact. School Leadership & Management, 23(2), 173-186.

Frost, E., & Morris, R. (1988). Does home-schooling work? Some insights for academic success. Contemporary Education, 59(4), 223-227.

Frost, G. (1988). The academic success of students in home schooling. Illinois School Research and Development, 24(3), 111-117.

Fryer, R., & Levitt, S.D. (2004, May). The black-white test score gap in the first two years of school. Review of Economics and Statistics, 86(2), 447-464.

Fryer, R.G., & Levitt, S.D. (2002). Understanding the black-white test score gap in the

Fuchs, V., & Reklis, D. (1994). Mathematical achievement in eighth grade: Interstate

Fullan, M. (1982). The meaning of educational change. New York: Teachers College Press.

Fullan, M. (1982). The meaning of educational change. New York: Teachers College Press.

Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer.

Fullan, M. (2002). Leadership and sustainability. Principal Leadership, 3(4), 13-17.

Fullan, M. (2002). Leadership and sustainability. Principal Leadership, 3(4), 13-17.

Fullan, M., & Ballew, A. C. (2002). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

Fullan, M., & Ballew, A. C. (2002). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

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Fuller, B., Elmore, R.F., & Orfield, G. (1996). Policy-making in the dark: Illuminating the school choice debate. In B. Fuller, R.F. Elmore, & G. Orfield (Eds.), Who chooses? Who loses? Culture, institutions, and the unequal effects of school choice (pp. 1-21). New York: Teachers College Press.

Fuller, E.J., & Johnson, J.F., Jr. (2001). Can state accountability systems drive improve-

Funkhouser, J., Riley, D., Suh, H. J., & Lennon, J. (2002). The education for homeless children and youth program: Learning to succeed, Volume II: Educating homeless children and youth: A resource guide to promoting practices. United States Department of Education, Washington, D.C.

Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of educational psychology95(1), 148. JM

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Gallagher, K., & Lortie, P. (2007). Building theories of their lives: Youth engaged in drama research. In International handbook of student experience in elementary and secondary school (pp. 405-437). Springer Netherlands.

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Galletta, A. (2008a). Erasure and survival: Creating a future and managing a past in a restructuring high school. Teachers College record, 110(9), 1959.

Galletta, A., & Ayala, J. (2008). Erasure and survival: Creating a future and managing a past in a restructuring high school. Teachers College Record, 110(9), 1959-1985.

Galloway, M., Pope, D., & Osberg, J. (2007). Stressed-out students-SOS: Youth perspectives on changing school climates. In International handbook of student experience in elementary and secondary school (pp. 611-634). Springer Netherlands.

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Gamoran, A. (1993). Alternative uses of ability grouping in secondary schools: Can we bring high-quality instruction to low-ability classes? American Journal of Education, 102(1), 1-22.

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Gamoran, A., Porter, A., Smithson, J., & White, P. (1997). Upgrading high school mathematics instruction: Improving learning opportunities for low-achieving, low-income youth. Educational Evaluation and Policy Analysis, 19(4), 325-338.

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