Publications

Our published research spans decades

Explore the breadth and depth of our research legacy, spanning over half a century. Use the search bar to navigate through our vast collection, enabling you to pinpoint specific topics, authors, or keywords of interest.

April 1, 2007

Does Teacher Professional Development Affect Content and Pedagogical Knowledge: How Much and for How Long?

Pete Goldschmidt and Geoffrey Phelps

March 2, 2007

Drawing Sound Inferences Concerning the Effects of Treatment on Dispersion in Outcomes: Bringing to Light Individual Differences in Response to Treatment

Jinok Kim and Michael Seltzer

March 1, 2007

Math and Science Academy: Year 6 Final Evaluation Report

Ellen Osmundson and Joan Herman

February 3, 2007

Causal Inference in Multilevel Settings in Which Selection Processes Vary Across Schools

Junyeop Kim and Michael Seltzer

February 2, 2007

Using Artifacts to Characterize Reform-Oriented Instruction: The Scoop Notebook and Rating Guide

Hilda Borko, Brian Stecher and Karin Kuffner

February 1, 2007

Moving to the Next Generation System Design: Integrating Cognition, Assessment, and Learning

Eva L. Baker

January 2, 2007

The Afterschool Hours: Examining the Relationship Between Afterschool Staff-Based Social Capital and Student Engagement in LA’s BEST

Denise Huang, Alison Coordt, Deborah La Torre, Seth Leon, Judy Miyoshi, Patricia Perez and Cynthia Peterson

January 1, 2007

Using Artifacts to Describe Instruction: Lessons Learned from Studying Reform-Oriented Instruction in Middle School Mathematics and Science

Brian Stecher, Hilda Borko, Karin L. Kuffner, Felipe Martinez, Suzanne C. Arnold, Dionne Barnes, Laura Creighton, and Mary Lou Gilbert

December 2, 2006

Developing Expertise With Classroom Assessment in K-12 Science: Learning to Interpret Student Work<br />Interim Findings From a 2-Year Study

Maryl Gearhart, Sam Nagashima, Jennifer Pfotenhauer, Shaunna Clark, Cheryl Schwab, Terry Vendlinski, Ellen Osmundson, Joan Herman, and Diana J. Bernbaum

December 1, 2006

Consequences and Validity of Performance Assessment for English Language Learners: Conceptualizing and Developing Teachers’ Expertise in Academic Language

Zenaida Aguirre-Muñoz, Jae Eun Parks, Aprile Benner, Anastasia Amabisca and Christy Kim Boscardin

September 1, 2006

Characterizing Trainees in the Cognitive Phase using the Human Performance Knowledge Mapping Tool (HPKMT) and Microgenetic Analysis

Girlie C. Delacruz, Gregory K. W. K. Chung, and William L. Bewley

August 4, 2006

Celebrating 20 Years of Research on Educational Assessment: Proceedings of the 2005 CRESST Conference

Anne Lewis

August 3, 2006

The Power of Big Ideas in Mathematics Education: Development and Pilot Testing of POWERSOURCE Assessments

David Niemi, Julia Vallone and Terry Vendlinski

Our published research spans decades

Does Teacher Professional Development Affect Content and Pedagogical Knowledge: How Much and for How Long?

Drawing Sound Inferences Concerning the Effects of Treatment on Dispersion in Outcomes: Bringing to Light Individual Differences in Response to Treatment

Math and Science Academy: Year 6 Final Evaluation Report

Causal Inference in Multilevel Settings in Which Selection Processes Vary Across Schools

Using Artifacts to Characterize Reform-Oriented Instruction: The Scoop Notebook and Rating Guide

Moving to the Next Generation System Design: Integrating Cognition, Assessment, and Learning

The Afterschool Hours: Examining the Relationship Between Afterschool Staff-Based Social Capital and Student Engagement in LA’s BEST

Using Artifacts to Describe Instruction: Lessons Learned from Studying Reform-Oriented Instruction in Middle School Mathematics and Science

Developing Expertise With Classroom Assessment in K-12 Science: Learning to Interpret Student Work<br />Interim Findings From a 2-Year Study

The Nature and Impact of Teachers’ Formative Assessment Practices

English Language Learners and Math Achievement: A Study of Opportunity to Learn and Language Accommodation

Studying the Sensitivity of Inferences to Possible Unmeasured Confounding Variables in Multisite Evaluations

Consequences and Validity of Performance Assessment for English Language Learners: Conceptualizing and Developing Teachers’ Expertise in Academic Language

Characterizing Trainees in the Cognitive Phase using the Human Performance Knowledge Mapping Tool (HPKMT) and Microgenetic Analysis

Celebrating 20 Years of Research on Educational Assessment: Proceedings of the 2005 CRESST Conference

The Power of Big Ideas in Mathematics Education: Development and Pilot Testing of POWERSOURCE Assessments

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