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



Yüklə 0,79 Mb.
səhifə9/18
tarix16.12.2017
ölçüsü0,79 Mb.
#35060
1   ...   5   6   7   8   9   10   11   12   ...   18

Krug, E.A. (1964). The shaping of the American high school. New York: Harper & Row.

Krug, E.A. (1972). The shaping of the American high school, 1920-1941. Madison, WI: University of Wisconsin Press.

Krug, S. E. (1993). Leadership craft and the crafting of school leaders. The Phi Delta Kappan, 75(3), 240-244.

Kruks, G. (1991). Gay and lesbian homeless/street youth: Special issues and concerns. Journal of Adolescent Health, 12(7). 515-518.

Kruse, S., Seashore Louis, K., & Bryk, A. (1995). An emerging framework for analyzing school-based professional community. In K. Seashore Louis & S. Kruse (Eds.), Professionalism and community: Perspectives on reforming urban schools (pp. 23-44). Thousand Oaks, CA: Corwin Press.

Kruse, S., Seashore Louis, K., & Bryk, A. (1995). An emerging framework for analyzing school-based professional community. In K. Seashore Louis & S. Kruse (Eds.), Professionalism and community: Perspectives on reforming urban schools (pp. 23-44). Thousand Oaks, CA: Corwin Press.

Kufeldt, K., & Nimmo, M. (1987). Youth on the street: Abuse and neglect in the eighties. Child Abuse and Neglect, 11(4). 531-543.

Kunzman, R. (2005). Homeschooling in Indiana: A closer look. (Education policy brief Volume 3, Number 7). Bloomington, IN: Center for Evaluation and Education Policy, Indiana University.

Kunzman, R. (2009a). Understanding homeschooling: A better approach to regulation. Theory and Research in Education, 7(3), 311-330.

Kunzman, R. (2009b). Write these laws on your children: Inside the world of conservative Christian homeschooling. Boston: Beacon Press.

Kuperminc, G. P., Leadbeater, B. J., Emmons, C., & Blatt, S. J. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Science1(2), 76-88.

Kurtz, P., Kurtz, G., Jarvis, S. (1991). Problems of maltreated and runaway youth. Adolescence, 26(103), 543-555.

Kurtz, P., Lindsey, E., Jarvis, S., & Nackerud, L. (2000). How runaway and homeless youth navigate troubled waters: The role of formal and informal helpers. Child and Adolescent Social Work Journal, 17(5), 381-402.

Kusmer, K. (2002). Down and out, on the road: The homeless in American history. Oxford University Press.

Labonty, J., & Danielson, K. E. (1988). Effective Teaching: What Do Kids Say?. The Clearing House61(9), 394-398.

Lachat, M. A., & Smith, S. (2005). Practices that support data use in urban high schools. Journal of Education for Students Placed at Risk, 10(3), 333–349.

Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. John Wiley & Sons.

Laffey, J. (1982). The assessment of involvement with school work among urban high school students. Journal of Educational Psychology, 74(1), 62-71.

Land, D., & Legters, N. (2002). The extent and consequences of risk in U.S. education. In

Landsman, J. (2006). Bearers of hope. Educational Leadership, 63(5), 26-32.

Lange, C., & Lui, K.K. (1999). Homeschooling: Parents’ reasons for transfer and the implications for educational policy. Minneapolis, MN: National Center on Educational Outcomes.

language minority students. The High School Journal, 80(4), 238-246.

Lara-Cinisomo, S., Pebley, A.R., Vaiana, M.E., & Maggio, E. (2004). Are L.A.’s

Lareau, A. (1996). Assessing parent involvement in education. In Alan Booth & Judith Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 57-63). Mahwah, NJ: Lawrence Erlbaum Associates.

Lareau, A. (2002, October). Invisible inequality: Social class and childrearing in black families and white families. American Sociological Review, 67(5), 747-776.

Lasley, T. J., & Wayson, W. W. (1982). Characteristics of schools with good discipline. Educational Leadership, 40(3), 28-31.

Latimer, J. F. (1958). What’s happened to our high schools? Washington, DC: Public Affairs Press.

Latino, Black, and Asian students (pp. 67-89). New York: Springer Science+

LaVesser, P., Smith, E.M., & Bradford, S. (1997). Characteristics of homeless women with dependent children: A controlled study. In E. Smith & J. Ferrari (Eds.), Diversity within the homeless population: Implications for intervention (pp. 37-52). New York: The Haworth Press, Inc.

Lawson, M. A., & Lawson, H. A. (2013). New Conceptual Frameworks for Student Engagement Research, Policy, and Practice. Review of Educational Research, 83(3), 432–479. doi:10.3102/0034654313480891

Le, V., Kirby, S.N., Barney, H., Setodji, C.M., & Gershwin, D. (2006). School readiness,

Leacock, E. B., (1971). Teaching and learning in city schools—An excerpt. In Silberman, M. L. The experience of schooling. (346-361). Holt McDougal. Chicago. (JM)

Learning Point Associates. (2004). All students reaching the top: Strategies for closing

Leavitt, J. (1992). Homelessness and the housing crisis. In M. Robertson & M. Greenblatt (Eds.), Homelessness: A national perspective, (pp. 19-34). New York: Plenum Press.

LeBlanc, P. R., & Shelton, M. M. (1997, Fall). Teacher leadership: The needs of teachers. Action in Teacher Education, 19(3), 32-48.

Lee, J. (2002, January-February). Racial and ethnic achievement gap trends: Reversing the progress toward equity. Educational Researcher, 31(1), 3-12.

Lee, J. (2004). Multiple facets of inequity in racial and ethnic achievement gaps. Peabody

Lee, J. (2006). Tracking achievement gaps and assessing the impact of NCLB on the

Lee, J.S., & Bowen, N.K. (2006, Summer). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193-218.

Lee, P. W. (1999). In their Own Voices An Ethnographic Study of Low-Achieving Students within the Context of School Reform. Urban Education,34(2), 214-244. (DT)

Lee, V. E., & Burkam, D. T. (2003). Dropping out of high school: The role of school organization and structure. American Educational Research Journal, 40(2), 353-393.

Lee, V. E., & Burkam, D.T. (2002). Inequality at the starting gate. Social background differences in achievement as children begin schools. Washington, DC: Economic Policy Institute.

Lee, V.E., & Burkam, D.T. (2002). Inequality at the starting gate. Social background

Lee, V.E., Brooks-Gunn, J., Schnur, E., & Liaw, F. (1990). Are Head Start effects

Lee, W.J. (1994). The socialization of home-schooled and public-schooled children. Doctoral dissertation. University of La Verne, La Verne, CA.

Lehr, C. A., Sinclair, M. F., & Christenson, S. L. (2004). Addressing student engagement and truancy prevention during the elementary school years: A replication study of the check & connect model. Journal of education for students placed at risk9(3), 279-301. JM

Leithwood, K, Steinbach, R., & Jantzi, D. (2002). School leadership and teachers' motivation to implement accountability policies. Educational Administration Quarterly, 38(1), 94–119.

Leithwood, K. (2005). Understanding successful principal leadership: Progress on a broken front. Journal of Educational Administration, 43(6), 619-629.

Leithwood, K. (2005). Understanding successful principal leadership: Progress on a broken front. Journal of Educational Administration, 43(6), 619-629.

Leithwood, K. (2006). Teacher working conditions that matter: Evidence for change. Elementary Teachers' Federation of Ontario.

Leithwood, K. (2008). School leadership, evidence-based decision making and large-scale student assessment. Paper presented at International Perspectives on Student Assessment Lecture Series. University of Calgary.

Leithwood, K. (2008). School leadership, evidence-based decision making and large-scale student assessment. Paper presented at International Perspectives on Student Assessment Lecture Series. University of Calgary.

Leithwood, K. (2011). School leadership, evidence-based decision making, and large-scale student assessment. In C. F. Weber and J. L. Lupart (Eds.), Leading student assessment. (pp. 17–39). New York, NY: Weber.

Leithwood, K. (2011). School leadership, evidence-based decision making, and large-scale student assessment. In C. F. Weber and J. L. Lupart (Eds.), Leading student assessment. (pp. 17–39). New York, NY: Weber.

Leithwood, K., & Duke, D. L. (1999). A century's quest to understand school leadership in J. Murphy and Seashore Louis, K. (Eds.), Handbook of research on educational administration (2nd ed.) (pp. 45-72). San Francisco: Jossey-Bass.

Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement with school. Journal of Educational Administration, 38(2), 112–129.

Leithwood, K., & Jantzi, D. (2000a). Principal and teacher leadership effects: A replication. School Leadership & Management, 20(4), 415–434.

Leithwood, K., & Jantzi, D. (2000b). The effects of transformational leadership on organizational conditions and student engagement with school. Journal of Educational Administration, 38(2), 112–129.

Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research 1996-2005. Leadership and Policy in Schools, 4(3), 177-199.

Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research 1996-2005. Leadership and Policy in Schools, 4(3), 177-199.

Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201–227.

Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201–227.

Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly, 44(4), 529–561.

Leithwood, K., & Montgomery, D. J. (1982). The role of the elementary school principal in program improvement. Review of Educational Research, 52(3), 309-339.

Leithwood, K., & Montgomery, D. J. (1982). The role of the elementary school principal in program improvement. Review of Educational Research, 52(3), 309-339.

Leithwood, K., Anderson, S., Mascall, B., & Strauss, T. (2011). School leaders’ influences on student learning: The four paths. In T. Bush, L. Bell, & D. Middlewood. (Eds.), The principles of educational leadership and management (pp. 13-30). Thousand Oaks, CA: Sage Publications.

Leithwood, K., Anderson, S., Mascall, B., & Strauss, T. (2011). School leaders’ influences on student learning: The four paths. In T. Bush, L. Bell, & D. Middlewood. (Eds.), The principles of educational leadership and management (pp. 13-30). Thousand Oaks, CA: Sage Publications.

Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006a). Successful school leadership. What it is and how it influences pupil learning. London: Department of Education and Skills.

Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school leadership. What it is and how it influences pupil learning. London: Department of Education and Skills.

Leithwood, K., Jantzi, D., & McElheron-Hopkins, C. (2006b). The development and testing of a school improvement model. School Effectiveness and School Improvement, 17(4), 441-464.

Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times. Philadelphia: Open University Press.

Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times. Philadelphia: Open University Press.

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). Review of research How leadership influences student learning. The Wallace Foundation, Center for Applied Research and Educational Improvement and Ontario Institute for Studies in Education, New York, NY.

Leithwood, K., Mascall, B., & Strauss, T. (2009a). New perspectives on an old idea: A short history of the old idea. In K. Leithwood, B. Mascall, & T. Strauss (Eds.), Distributed leadership according to the evidence (pp. 222-251). London: Routledge.

Leithwood, K., Mascall, B., Strauss, T., Sacks, R., & Yashkina, A. (2009b). Distributing leadership to make schools smarter. In K. Leithwood, B. Mascall, & T. Strauss (Eds.), Distributed leadership according to the evidence (pp. 222-251). London: Routledge.

Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership influences student learning. Educational Administration Quarterly, 46(5), 671–706.

Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership influences student learning. Educational Administration Quarterly, 46(5), 671 –706.

Leithwood, K., Steinbach, R., & Ryan, S. (1997). Leadership and team learning in secondary schools. School Leadership & Management, 17(3), 303-325.

Leitner, D. (1994). Do principals affect student outcomes: An organizational perspective. School Effectiveness and School Improvement, 5(3), 219–238.

Leitner, D. (1994). Do principals affect student outcomes: An organizational perspective. School Effectiveness and School Improvement, 5(3), 219–238.

Lemke, M., Sen, A., Pahlke, E., Partelow, L., Miller, D., Williams, T., Kastberg, D., &

Leppert, M., & Leppert, M. (2001). Homeschooling almanac 2002-2003. Roseville, CA: Prima.

Levin, B. (1994). Educational Reform and the Treatment of Students in Schools.Journal of Educational Thought/Revue de la Pensee Educative28(1), 88-101.

Levin, B. (2000). Putting students at the centre in education reform. Journal of Educational Change1(2), 155-172.

Levin, H., Belfield, C., Muenning, P., & Rouse, C. (2007). The costs and benefits of excellent education for all of America’s children. New York: Teachers College, Columbia University.

Levin, H., Belfield, C., Muenning, P., & Rouse, C. (2007, January). The costs and benefits of excellent education for all of America’s children. New York: Teachers College, Columbia University.

Levin, J. A., & Datnow, A. (2012). The principal role in data-driven decision making: Using case-study data to develop multi-mediator models of educational reform. School Effectiveness and School Improvement, 23(2), 179-201.

Levin, R., Bax, E., McKean, L., & Schoggen, L. (2005). Wherever I can lay my head: Homeless youth on homelessness. Center for Impact Research.

Levine, R., Metzendorf, D., & VanBoskirk, K. (1986). Runaway and throwaway youth: A case for early intervention with truants. Social Work In Education, 8(2), 93-106.

Levine, T. H., & Marcus, A. S. (2007). Closing the achievement gap through teacher collaboration: Facilitating multiple trajectories of teacher learning. Journal of Advanced Academics, 19(1), 116-138.

Levine, T. H., & Marcus, A. S. (2007). Closing the achievement gap through teacher collaboration: Facilitating multiple trajectories of teacher learning. Journal of Advanced Academics, 19(1), 116-138.

Levine, T. H., & Marcus, A. S. (2010). How the structure and focus of teachers’ collaborative activities facilitate and constrain teacher learning. Teaching and Teacher Education, 26(3), 389-398.

Levinson, B.M. (1963). The homeless man: A psychological enigma. Mental Hygiene, 47(4), 590-599.

Levpušček, M. P., Zupančič, M., & Sočan, G. (2013). Predicting Achievement in Mathematics in Adolescent Students The Role of Individual and Social Factors. The Journal of Early Adolescence, 33(4), 523–551. doi:10.1177/0272431612450949

Lewis, A. (2008). Add it up. Using research to improve education for low-

Lewis, A. (2008). Add it up. Using research to improve education for low-income and minority students. Washington, DC: Poverty and Race Research Action Council. Available from http://www.prrac.org/pubs_aiu.pdf.

Lewis, D.A. (1993). Deinstitutionalization and school decentralization: Making the same mistake twice. In J. Hannaway & M. Carnoy (Eds.), Decentralization and school improvement (pp. 84-101). San Francisco: Jossey-Bass.

Lezotte, L., Hathaway, D. V., Miller, S. K., Passalacque, J., & Brookover, W. B. (1980). School learning climate and student achievement: A social system approach to increased student learning. Tallahassee: The Site Specific Technical Assistance Center, Florida State University Foundation.

Li, Y., Lynch, A. D., Kalvin, C., Liu, J., & Lerner, R. M. (2011). Peer relationships as a context for the development of school engagement during early adolescence. International Journal of Behavioral Development, 35(4), 329–342. (JM)

Libertoff, K. (1980). The runaway child in America: A social history. Journal of Family Issues, 1(2), 151-164.

Lieberman, A. (1992). Teacher leadership: What are we learning? In C. Livingston (Ed.), Teachers as leaders: Evolving roles (pp. 159-165). Washington, DC: National Education Association.

Lieberman, A., & Miller, L. (1999). Teachers—transforming their world and their work. New York: Teachers College Press.

Lieberman, A., & Miller, L. (1999). Teachers—transforming their world and their work. New York: Teachers College Press.

Lieberman, A., Saxl, E. R., & Miles, M. B. (1988). Teacher leadership: Ideology and practice. In A. Lieberman (Ed.), Building a professional culture in schools (pp. 148-166). New York: Teachers College Press.

Lincoln, Y. S. (1995). In search of students’ voices. Theory into practice, 34(2), 88-93. JM

Lindblom, E. (1996). Preventing homelessness. In J. Baumohl (Ed.), Homelessness in America (pp. 187-200). Phoenix, AZ: Oryx Press.

Lindsey, E., & Williams, N. (2002). How runaway and homeless youth survive adversity: Implications for school social workers and educators. School Social Work Journal, 27(1), 1-12.

Lindsey, E.W., Kurtz, P.D., Jarvis, S., Williams, N.R., & Nackerud, L. (2000). How runaway and homeless youth navigate troubled waters: Personal strengths and resources. Child and Adolescent Social Work Journal, 17(2), 115-140.

Lines, P. (1987). An overview of home education. Phi Delta Kappan, 68, 510-517.

Lines, P. M. (1995). Home Schooling (ERIC Digest, Number 95). Eugene, OR: ERIC Clearinghouse on Educational Management, University of Oregon.

Lines, P. M. (1996). Homeschooling. Washington, DC: Office of Educational Research and Improvement.

Lines, P. M. (1999). Homeschoolers: Estimating numbers and growth. Washington, DC: National Institute on Student Achievement, Curriculum, and Assessment.

Lines, P. M. (2004). Enrolled home study partners with public schools. Education Digest, 69(6), 43-46.

Lines, P.M. (1991). Home instruction: The size and growth of the movement. In J. Van Galen & M. Pittman (Eds), Homeschooling: Political, historical, and pedagogical perspectives (pp. 9-42). Norwood, NJ: Ablex Publishing Corp.

Lines, P.M. (2000a) Homeschooling comes of age. The Public Interest, 140, 74-85.

Lines, P.M. (2000b). When home schoolers go to school: A partnership between families and schools. Peabody Journal of Eduation, 75(1-2), 159-186.

Link, B., Phelan, J., Bresnahan, M., Stueve, A., Moore, R., & Susser, E. (1995). Lifetime and five-year prevalence of homelessness in the United States: New evidence on an old debate. American Journal of Orthopsychiatry, 65(3), 347-354.

Link, B., Phelan, J., Stueve, A., Moore, R., Bresnahan, M., & Struening, E. (1996). Public attitudes and beliefs about homeless people. In J. Baumohl (Ed.), Homelessness in America (pp. 143-148). Phoenix, AZ: Oryx Press.

Lippitt, H., & Gold, M. (1971). Classroom social structure as a mental health problem. In Silberman, M. L. The experience of schooling. (294-307). Holt McDougal. Chicago

Lips, D., & Feinberg, E. (2008). Homeschooling: A growing option in American education. Washington, DC: Heritage Foundation.

Lipschutz, M. (1977). Runaways in history. Crime & Delinquency, 23(3), 321-332.



Literacy in an International Context (NCES 2008-016). National Center for

Litrell, P. C., Billingsley, B.S., & Cross, L. H. (1994). The effects of principal support on special and general educators’ stress, job satisfaction, school commitment, health, and intent to stay in teaching. Remedial and Special Education, 15(5), 297 -310.

Little Hoover Commission. (1996, March). The charter movement: Education reform school by school. Report 138, State of California. Retrieved September 15, 1990 from http://www.lhc.ca.gov/lhcdir/138rp.html.

Little, J. W. (1982). Norms of collegiality and experimentation: workplace conditions of school success. American Educational Research Journal, 19(3), 325-340.

Little, J. W. (1982). Norms of collegiality and experimentation: workplace conditions of school success. American Educational Research Journal, 19(3), 325-340.

Little, J. W. (1985, November). Teachers as teacher advisors: The delicacy of collegial leadership. Educational Leadership, 43(3), 34-36.

Little, J. W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educators’ handbook: A research perspective (pp. 491-518). White Plains, NY: Longman.

Little, J. W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educators’ handbook: A research perspective (pp. 491-518). White Plains, NY: Longman.

Little, J. W. (1988). Assessing the prospects for teacher leadership. In A. Lieberman (Ed.), Building a professional culture in schools (pp. 78-105). New York: Teachers College Press.

Little, J. W. (1988). Assessing the prospects for teacher leadership. In A. Lieberman (Ed.), Building a professional culture in schools (pp. 78-105). New York: Teachers College Press.

Little, J. W. (1990). The perspective of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91(4), 509-536.

Little, J. W., & McLaughlin, M. W. (1993). Introduction: Perspectives on cultures and contexts of teaching. In J. W. Little & M. W. McLaughlin (Eds.), Teachers' work: Individuals, colleagues, and contexts (pp. 1-8). New York: Teachers College Press.

Littrell, P. C., Billingsley, B. S., & Cross, L. H. (1994). The effects of principal support on special and general educators’ stress, job satisfaction, school commitment, health, and intent to stay in teaching. Remedial and Special Education, 15(5), 297 -310.

living on the street. Child and Adolescent Social Work Journal, 21(6), 561-572.

Lloyd, G. (1996). Research and practical application for school, family, and community partnerships. In A. Booth & J. F. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 276-287). Mahwah, NJ: Lawrence Erlbaum Associates.


Yüklə 0,79 Mb.

Dostları ilə paylaş:
1   ...   5   6   7   8   9   10   11   12   ...   18




Verilənlər bazası müəlliflik hüququ ilə müdafiə olunur ©muhaz.org 2024
rəhbərliyinə müraciət

gir | qeydiyyatdan keç
    Ana səhifə


yükləyin