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.

March 1, 2018

A Research Synthesis of Magnet School Effect on Student Outcomes: Beyond Descriptive Studies

Jia Wang, Joan L. Herman, and Daniel Dockterman

February 1, 2018

From Structure to Process: Do Students’ Own Construction of Their Classroom Drive Their Learning?

Katerina Schenke

January 31, 2018

Is There a Magnet-School Effect? A Multisite Study of MSAP-Funded Magnet Schools

Jia Wang, Jonathan D. Schweig, and Joan L. Herman

January 8, 2018

Comprehensive Standards-Based Assessment Systems Supporting Learning

Joan Herman

October 27, 2017

Lesson Revision With Formative Assessment

Julie Park Haubner, Sandy Chang, Nicole Mancevice, and Joan Herman

October 27, 2017

High-Leverage Principles of Effective Instruction for English Learners

Sandy Chang, Maritza Lozano, Rebecca Neri, and Joan Herman

October 27, 2017

Fundamentals of Learning

Margaret Heritage, Barbara Jones, Glory Tobiason, Sandy Chang, and Joan Herman

October 27, 2017

Getting a Handle on the Standards

Barbara Jones, Glory Tobiason, Sandy Chang, Margaret Heritage, and Joan Herman

October 27, 2017

Developing and Refining Lessons: Planning Learning and Formative Assessment for Math College and Career Ready Standards

Glory Tobiason, Margaret Heritage, Sandy Chang, Barbara Jones, and Joan Herman

October 27, 2017

Building Blocks, Learning Goals, and Success Criteria: Planning Instruction and Formative Assessment for K-8 Math Standards

Glory Tobiason, Sandy Chang, Margaret Heritage, Barbara Jones, and Joan Herman

October 27, 2017

What’s Learned First, What’s Learned Together? Developing a Yearlong Plan from the K–8 College and Career Ready Standards for Mathematical Content

Glory Tobiason, Sandy Chang, Margaret Heritage, Barbara Jones, & Joan Herman

October 27, 2017

Supporting Students in Close Reading

Barbara Jones, Sandy Chang, Margaret Heritage, Glory Tobiason, and Joan Herman

October 27, 2017

Building Blocks, Learning Goals, and Success Criteria: Planning Instruction and Formative Assessment for K-12 English Language Arts and Literacy Standards

Maritza Lozano, Nicole Mancevice, Barbara Jones, Margaret Heritage, Sandy Chang, Glory Tobiason, and Joan Herman

October 27, 2017

What’s Learned First, What’s Learned Together? Developing a Yearlong Plan from the K-12 College and Career Ready Standards for English Language Arts and Literacy

Nicole Mancevice, Maritza Lozano, Barbara Jones, Glory Tobiason, Margaret Heritage, Sandy Chang, and Joan Herman

August 26, 2017

White Paper on English Language Learners With Significant Cognitive Disabilities

Martha L. Thurlow, Laurene L. Christensen, and Vitaliy V. Shyyan

July 7, 2017

Summed Score Likelihood–Based Indices for Testing Latent Variable Distribution Fit in Item Response Theory

Zhen Li and Li Cai

Our published research spans decades

A Research Synthesis of Magnet School Effect on Student Outcomes: Beyond Descriptive Studies

From Structure to Process: Do Students’ Own Construction of Their Classroom Drive Their Learning?

Is There a Magnet-School Effect? A Multisite Study of MSAP-Funded Magnet Schools

Comprehensive Standards-Based Assessment Systems Supporting Learning

Lesson Revision With Formative Assessment

High-Leverage Principles of Effective Instruction for English Learners

Fundamentals of Learning

Getting a Handle on the Standards

Developing and Refining Lessons: Planning Learning and Formative Assessment for Math College and Career Ready Standards

Building Blocks, Learning Goals, and Success Criteria: Planning Instruction and Formative Assessment for K-8 Math Standards

What’s Learned First, What’s Learned Together? Developing a Yearlong Plan from the K–8 College and Career Ready Standards for Mathematical Content

Supporting Students in Close Reading

Building Blocks, Learning Goals, and Success Criteria: Planning Instruction and Formative Assessment for K-12 English Language Arts and Literacy Standards

What’s Learned First, What’s Learned Together? Developing a Yearlong Plan from the K-12 College and Career Ready Standards for English Language Arts and Literacy

White Paper on English Language Learners With Significant Cognitive Disabilities

Summed Score Likelihood–Based Indices for Testing Latent Variable Distribution Fit in Item Response Theory

Have a project in mind?

Explore

Follow Us

More Info