Source: http://creo.nd.edu/research/publications
Timestamp: 2019-04-19 00:39:23+00:00

Document:
Berends, M., & Austin, M. (2017). The promises and pitfalls of research-practice partnerships. In Toward a more perfect psychology: Improving trust, accuracy, and transparency in research, edited by M.C. Make & J. Plucker (pp. 153-170). Washington, DC: American Psychological Association.
Altenhofen, S., Berends, M., & White, T.G. (2016) School choice decision making among suburban high-income parents. AERA Open, 2(1), 1-14.
Andrew, Megan and Jennifer Flashman. 2016. "School Transitions, Peer Influence, and Expectation Formation: Girls and Boys." Social Science Research, forthcoming.
Berends, M., & Donaldson, K. (2016). Does the organization of instruction differ in charter schools? Ability grouping and students' mathematics gains. Teachers College Record, 118(11), 1-38.
Freeman, K.J., & Berends, M. (2016) The Catholic SchoolAdvantage in a Changing Social Landscape: Consistency or Increasing Fragility? The Journal of School Choice, 10:1, 22-47, DOI: 10.1080/15582159.2015.1132937.
Andrew, Megan. 2015. "Effectively Maintained Inequality in U.S. Post-Secondary Progress: The Importance of Institutional Reach." American Behavioral Scientist, forthcoming.
The above is listed, but not complete.
Berends, M. (2015). School choice. In American Governance, edited by S. L. Schechter, T. A. Birkland, M. A. Graber, D. S. Lutz, J. J. Patrick, & T. S. Vontz. New York: Macmillan.
Berends, M., & Donaldson, K. (In Press). Does the organization of instruction differ in charter schools? Ability grouping and students’ mathematics gains. Teachers College Record.
Freeman, K. J., & Berends, M. (In Press) The Catholic School Advantage in a Changing Social Landscape: Consistency or Increasing Fragility? The Journal of School Choice.
Andrew, Megan. 2014. "The Scarring Effects of Primary Grade Retention: A Study of Cumulative Advantage in the Educational Career." Social Forces 93(2):653-685.
Berends, M. (2014). Homeschooling in Virginia and beyond. Land Policy Conference Volume, edited by Samuel Moody (pp. 417-420). Cambridge, MA: Lincoln Institute of Land Policy.
Berends, M. (2014). What sociology can tell us about leadership for social justice: Prospects for educational leaders in the United States. InWhat the Social Sciences Tell Educational Leaders about Leadership and Social Justice, edited by Anthony Normore (pp. 161-178). . Charlotte, NC: Information Age Publishing.
Berends, M. (2014). The evolving landscapeof school choice in the United States. In Handbook of Urban Education,edited by H. Richard Milner IV & K. Lomotey (pp. 451-473). New York: Routledge.
Berends, M. (2014). Achievement gap. In Encyclopedia of Education Economics and Finance,edited by D. J. Brewer & L. O. Picus (pp. 17-22). Thousand Oaks, CA: Sage Publications.
Berends, M. (2014). Comprehensive school reform. In Encyclopedia of Education Economics and Finance,edited by D. J. Brewer & L. O. Picus (pp. 158-161). Thousand Oaks, CA: Sage Publications.
Langenkamp, Amy G. Forthcoming. “Effects of School Mobility on Adolescent Social Ties and Academic Adjustment.” Youth & Society.
Warren, John R., Emily Hoffman, and Megan Andrew. 2014. "Patterns and Trends in Grade Retention Rates in the United States, 1995-2010." Educational Researcher 43(9):433-443.
Carbonaro, William, and Joseph Workman. 2013. “Dropping Out of High School: Effects of Close and Distant Friendships.” Social Science Research, 42:1254-1268.
Lee, Hedwig, Megan Andrew, Achamyeleh Gebremariam, Julie C. Lumeng, and Joyce Lee. 2013. "Longitudinal Associations between Poverty and Obesity from the Prenatal Period through Adolescence." American Journal of Public Health 104(5):e70-76.
Kelly, Sean, and William Carbonaro. 2012. “Curriculum Tracking and Teacher Expectations: Evidence from Discrepant Course Taking Models.” Social Psychology of Education 15:271-294.
Preston, Courtney, Ellen B. Goldring, Mark Berends, and Marisa Cannata. 2012. "School Innovation in District Context: Comparing Traditional Public Schools and Charter Schools." Economics of Education Review 31: 318-330.
Price, Heather. (2012). “The Role of Principal Relationships on Teacher and School Attitudes and Behaviors.” Pp. 103-118 in Interpersonal Relationships in Education, edited by Theo Wubbels, Jan van Tartwijk, Perry den Brok and Jack Levy. Rotterdam, Netherlands: Sense Publishers.
Price, Heather and Jessica Collett. (2012). “The Role of Exchange and Emotion on Commitment: A Study Using Teachers,” Social Science Research, 41:1469-1479.
Sutton, April, Chandra Muller, and Amy G. Langenkamp. 2013. "High School Transfer Students and the Transition to College: Timing and the Structure of the School Year." Sociology of Education 86(1):63-82.
Berends, M, ., Cannata, M., & Goldring, E. B. (Eds.) (2011). School Choice and School Improvement. Cambridge, MA: Harvard Education Press.
Berends, M., Cannata, M., & Goldring, E.B. (2011). School choice debates, research and context; Toward systematic understanding and better educational policy. In M. Berends, M. Cannata, and E. B. Goldring (Eds.), School Choice and School Improvement (pp. 3-14). Cambridge, MA: Harvard Education Press.
Carbonaro, William, Brandy Ellison, and Elizabeth Covay. 2011. “Explaining the Gender Gap in College Entry and Completion.” Social Science Research 40: 120-135.
Hallinan, Maureen T. (Ed.). 2011. Frontiers in Sociology of Education. Dordrecht, the Netherlands:Springer.
Hallinan, Maureen T. 2011. “Preface.” In Hallinan, M. (Ed.), Frontiers in Sociology of Education, Frontiers in Sociology and Social Research, vol. 1 (pp. xi-xii). Dordrecht, the Netherlands: Springer.
Hallinan, Maureen T. 2011. “Chapter 1: Improving the interaction between sociological research and educational policy.” In Hallinan, M. (Ed.), Frontiers in Sociology of Education, Frontiers in Sociology and Social Research, vol. 1 (pp. 1-8). Dordrecht, the Netherlands: Springer.
Hallinan, Maureen T., and Catherine Lui. 2011. “Sociology of education.” In George Ritzer (Ed.), The Wiley-Blackwell Companion to Sociology, ch. 19, pp. 348. Malden, MA: Wiley-Blackwell.
Hallinan, Maureen T. April, 2011. “Teacher Influences on Students’ Attachment to School.” In Jeanne H. Ballantine and Joan Z. Spade (Eds.), Schools and Society: A Sociological Approach to Education Fourth Edition, Chapter 5: 25. Newbury Park, CA: Sage Publications.
Hallinan, Maureen T. Oct. 2011. “Effects of tracking and ability grouping on learning.” Encyclopedia of the Sciences of Learning, Norbert M. Seel (Ed.), Springer.
Hallinan, Maureen T. 2011. “It should have been a classic: James Coleman’s Equality and Achievement in Education.” Sociology of Education Section Newsletter, spring, 10-12.
Kelly, Sean, & Samantha Caughlan. The Hollywood Teachers’ Perspective on Authority. Pedagogies, 6, 46-65.
Langenkamp, Amy G.. (2011). "Effects of Educational Transitions on Students' Academic Trajectory: A Life Course Perspective." Sociological Perspectives 54(4):497-520.
Nicotera, A., Mendiburo, M., & Berends, M. (2011). Charter school effects in an urban school district: An analysis of student achievement gains in Indianapolis. In M. Berends, M. Cannata, and E. B. Goldring (Eds.), School Choice and School Improvement (pp. 35-50). Cambridge, MA: Harvard Education Press.
Price, Heather. (2011). “Principals’ attitudes and behaviors matter: How principals’ relationships with their teachers affect school climate” Educational Administration Quarterly, 48(10):39-85.
Berends, M., & Penaloza, R. V. (2010). Increasing Racial Isolation and Test Score Gaps in Mathematics: A 30-Year Perspective. Teachers College Record, 112(4), 978-1007.
Berends, M., Goldring, E., Stein, M., & Cravens, X. (2010). Instructional conditions in charter schools and students’ mathematics achievement gains. American Journal of Education, 116(3), 303-335.
Collett, Jessica, Kelly, Sean, & Curt Sobolewski. 2010. Using Remember the Titans to Teach Sociological Theories of Conflict Reduction. Teaching Sociology, 38, 258-266.
Covay, Elizabeth, and William Carbonaro. 2010. “Beyond School Walls: Participation in Extracurricular Activities, Classroom Behavior, and Academic Achievement” Sociology of Education 83:20-45.
Carbonaro, William and Elizabeth Covay. 2010. “Sector Differences in Student Experiences and Achievement: An Update.” Sociology of Education 83:160-182.
Hallinan, Maureen T. and Warren N. Kubitschek. 2010. “School Sector, School Poverty, and the Catholic School Advantage.” Catholic Education: A Journal of Inquiry and Practice 14(2):143-172.
Hallinan, Maureen T. 2010. “A Review of The Making of Americans: Democracy and our Schools,” by E. D. Hirsch. Contemporary Sociology 39(4):454-56.
Hallinan, Maureen T. 2010. “A Catholic Advantage?” Response to “The Catholic Schools We Need,” by the Most Rev. Timothy M. Dolan, archbishop of New York. America Magazine. (http://www.americamagazine.org/content/article.cfm?article_id=12453).
Hallinan, Maureen T. 2010. “Tracking: From Theory to Practice.” In Richard Arum, Irenee R. Beattie & Karly Ford (Eds.), The Structure of Schooling: Readings in the Sociology of Education, 2nd ed.Reprinted from Sociology of Education, 67(2):79-91, 1994.
Kearns, D., Fuchs, D., McMaster, M. L., Sáenz, L., Fuchs, L. S., Yen, L., Meyers, C. V., Stein, M. L., Compton, D. L., Berends, M., & Smith, T. M. (2010). Factors contributing to teachers’ sustained use of kindergarten peer-assisted learning strategies. Journal of Research on Educational Effectiveness,(3), 315-342.
Kelly, Sean. The Prevalence of Developmental Instruction in Public and Catholic Schools. Teachers College Record, 112, 2405-2440.
Kelly, Sean. A Crisis of Authority in Predominantly Black Schools? Teachers College Record, 112, 1247-1274.
Price, Heather. (2010). “Does No Child Left Behind really capture school quality? Evidence from an urban school district” Educational Policy, 24:779-814.
Berends, M., & Zottola, G. A primer on survey methods. In S. Lapan & M.L. Quartaroli (Eds.), Methods in educational research. San Francisco, CA: Jossey-Bass.
Berends, M. Nested actors and institutions in need of better theory, data & methods to inform education policy. In B. Schneider, G. Sykes, & D. Plank (Eds.),AERA Handbook on Education Policy Research. New York: Taylor and Francis.
Berends, M., & Zottola, G. Sociological perspectives on school choice. In M. Berends, M. G. Springer, D. Ballou, & H. J. Walberg (Eds.), Handbook of research on school choice. (pp. 35-53). New York: Taylor & Francis.
Berends, M. Springer, M. G., Ballou, D., & Walberg, H. J. (Eds.). Handbook of research on school choice. Mahweh, NJ: Lawrence Erlbaum Associates/Taylor & Francis Group.
Goldring, E., & M.Berends. Leading with data: Pathways to improve your school. Thousand Oaks, CA: Corwin Press.
Kelly, Sean. The Black-White gap in mathematics course taking. Sociology of Education 82, 47-69.
Hallinan, Maureen T. Tracking: From theory to practice. In R. Arum, I. R. Beattie, & K. Ford, The structure of schooling: Readings in the sociology of education, 2nd ed. Reprinted from Sociology of Education, 67(2) April, 1994, 79-91.
Hallinan, Kubitschek, & Ge Liu. 2009. Student interracial interactions and perceptions of school as a community. Social Psychology of Education 12(1), 5-20.
Kelly, Sean & Heather Price. Vocational education: A clean-slate for disengaged students? Social Science Research, 38, 810-825.
Kelly, Sean & Julianna Turner. Rethinking the effects of classroom activity structure on the engagement of low-achieving students. Teachers College Record, 111, 1665-1692.
Kelly, Sean. Social identity theories and educational engagement. British Journal of Sociology of Education, 30, 449-462.
Stein, M., Berends, M., Fuchs, D., McMaster, K., Saenz, L., Yen, L., Fuchs, L. S., & Compton, D. L. Scaling up an early reading program: Relationships among teacher support, fidelity of implementation, and student performance across different sites and years. Educational Evaluation and Policy Analysis, 30(4), 368-388.
Berends, M., Watral, C., Teasley, B., & Nicotera. Charter school effects on achievement: Where we are and where we’re going. In M. Berends, M. G. Springer, & H. J. Walberg (Eds.), Charter school outcomes (pp. 243-267). New York: Taylor & Francis.
Berends, M., & Penaloza, R. V. Changes in families, schools, and the test score gap. In K. A. Magnuson & J. Waldfogel (Eds.), Steady Gains and stalled progress: Inequality and the Black-White test score gap (pp.66-109). New York: Russell Sage Foundation.
Berends, M., Lucas, S. R., & Penaloza, R.V. How changes in families and schools are related to Black-White test score trends. Sociology of Education, 81(4), 313-344.
Berends, M., Springer, M. G., & Walberg, H. J. (Eds.) Charter school outcomes. Mahweh, NJ: Lawrence Erlbaum Associates/Taylor & Francis Group.
Juzwik, M., M. Nystrand, Sean Kelly, & M. Sherry. Opening dialogue through stories: An exploration of the relationship between oral narrative and dialogic discussion in middle-level classroom discussions about literature. American Educational Research Journal 45, 1111-1154.
Kelly, Sean, & E. Covay. Curriculum tracking: Reviewing the evidence on a controversial but resilient educational policy. In T. Good (Ed.), 21st Century Education (vol. 2). Thousand Oaks, CA: Sage Publications.
Kelly, Sean, & J. Collett. From C. P. Ellis to school integration: The social psychology of conflict reduction. Sociology Compass, 2(5), 1638-1654.
Hallinan, Maureen T. Religious instruction. In R. Shweder et al., The Child: An Encyclopedic Companion. Chicago: University of Chicago Press.
Hallinan, Maureen T. Religious schools. In R. Shweder et al., The Child: An Encyclopedic Companion. Chicago: University of Chicago Press.
Hallinan, Maureen T. Preliminary thoughts on creating a field as it might apply to Catholic education: A response. In Proceedings from: The Carnegie Conversation on Catholic Education, University of Notre Dame, 2007, John Staud (Ed.) p. 15-17.
Hallinan, Maureen T. The sociology of education. In G. McCulloch & D. Crook (Eds.), International Encyclopedia of Education, pp. 555-556. London: Routledge.
Hallinan, Maureen T. Teacher influences on student attachment to school.Sociology of Education, 81 (July), 271-283.
Kelly, Sean. Tracking. In N. Salkind (Ed.) Encyclopedia of Educational Psychology,pp. 983-988. Thousand Oaks: Sage.
Kelly, Sean. What types of student effort are rewarded with high marks.Sociology of Education 81, 31-52.
Kelly, Sean. Race, social class, and student engagement in middle school English classrooms. Social Science Research, 37, 434-448.
Carbonaro, William. Intergenerational Closure. Encyclopedia of the Life Course and Human Development. Gale Publishing.
Hallinan, Maureen T. School effects and opportunities to learn. In Proceedings of National and Socio-Cultural Determinants of School Performance Symposium.Tokyo, Japan: Tokyo University.
Hallinan, Maureen T. Conclusion: Sociological perspectives on NCLB and federal involvement in education. In Sadovnik, A. et al. (Eds.), No Child Left Behind and the Reduction of the Achievement Gap: Sociological Perspectives on Federal Educational Policy. NY: Routledge, Taylor & Francis Group.
Hallinan, Maureen T. Tracking: From theory to practice. In Sadovnik, A. (Ed.), The Sociology of Education Reader. Reprinted from Sociology of Education, 67(2), (pp. 79-91), 1994.
Kelly, Sean. Classroom discourse and the distribution of student engagement within middle school English classrooms. Social Psychology of Education, 10, 331-352.
Kelly, Sean. Social class and tracking within schools. Chapter 14 in L. Weiss (Ed.),The Way Class Works. New York, NY: Routledge/Taylor Francis.
Kelly, Sean & L. Monczunski. Overcoming the volatility in school-level gain scores: A new approach to identifying value added with cross sectional data.Educational Researcher, 36, 279-287.
Carbonaro, William. The effects of education and cognitive skill on earnings: How much do occupations and jobs matter? Research in Social Stratification and Mobility, 25, 57-71.
Hallinan, Maureen T. Social capital effects on student outcomes. In V. Bartkus & J. Davis (Eds.), Social capital: Multidisciplinary perspectives. Northhampton, MA: Edward Elgar Press.
Kelly, Sean. The contours of tracking in North Carolina. The High School Journal, 90, 15-31.
Hallinan, Maureen & Brandy Ellison. Curricular tracks. In K. Borman, Cahill, & Cotner (Eds.), The Praeger handbook of American high schools, vol. 1, pp. 99-106. Westport, CT: Praeger.
Barrett, Brian. Doctoral theses: A City of Good Neighbours: Students' Access to and Activation of Social Capital in the Buffalo Public Schools. British Journal of Sociology of Education, 28 (2): 147-148.
Hallinan, Maureen T. Present status of sociology in the United States. Journal of Applied Sociology, 48, 1-17. Tokyo , Japan : Rikkyo University .
Hallinan, Maureen T. School Sector and Student Outcomes. Notre Dame, IN: University of Notre Dame Press.
Hallinan, Maureen & Brandy Ellison. The practice of ability grouping: sector differences in implementation. In M. T. Hallinan (Ed.), School Sector and Student Outcomes. Notre Dame, IN: University of Notre Dame Press.
Hallinan, Maureen T. Introduction. School Sector and Student Outcomes. Notre Dame, IN: University of Notre Dame Press.
Carbonaro, William. Public-private differences in achievement among kindergarten students: Differences in learning opportunities and student outcomes. American Journal of Education, 113, 31-65.
Carbonaro, William. Student learning: Sector differences in achievement gains across school years and during the summer. In M. T. Hallinan (Ed.), School Sector and Student Outcomes. Notre Dame, IN: University of Notre Dame Press.
Carbonaro, William. Cross-national differences in the skills-earnings relationship: The role of skill demands and labor market institutions. Social Forces, 84, 1819-1842.
Barrett, Brian. Accessing and activating social capital resources in Buffalo 's public high schools. Educate: The Journal of Doctoral Research in Education, 6(2), 6-31.
Kubitschek, W., Maureen T. Hallinan, S. Arnett, & K. Galipeau. High school schedule changes and the effect of lost instructional time on achievement. The High School Journal, 89(1), Oct./Nov., pp. 63-71.
Hallinan, Maureen T. Should your school eliminate tracking? The history of tracking and detracking in America 's schools. Education Matters, April, pp. 1-2.
Hallinan, Maureen T. The normative culture of a school and student socialization. In L. Hedges & B, Schneider (Eds.), Social organization of schooling.New York : Russell Sage.
Carbonaro, William. Explaining variable returns to cognitive skill across occupations, Social Science Research, 34,165-188.
Carbonaro, William. Tracking, student effort, and academic achievement, Sociology of Education, 78 (January), 27-49.
Hallinan, Maureen T. A review of Donna Marie San Antonio's Adolescent lives in transition: How social class influences the adjustment to middle school. Albany : University of New York Press. In Contemporary Sociology, 34(3), pp. 318-319.
Kim, Doo Hwan. Coping through social capital in educational stratification: Relational alignment and complementary ties, Development and Society, 34(1).
Kim, Doo Hwan. Relational alignment of educational goals and educational performance: A new direction of status attainment research, Korean Journal of Sociology of Education, 15(1), pp. 43-64.
Ellison, Brandy & Maureen T. Hallinan. Ability grouping in Catholic and public schools, Catholic Education: A Journal of Inquiry and Practice, 8(1), 107-129.
Hallinan, Maureen T. Sorensen's learning opportunities model: Theoretical foundations, mathematical formalization, and empirical analysis. In Inequality: Structures, dynamics and mechanisms: Essays in honour of Aage B. Sorensen.Research in social stratification and mobility, 21, 67-89. Elsevier Ltd.
Hallinan, Maureen T. The detracking movement. Education Next, Fall 2004, 73-76.
Hallinan, Maureen T. A Necessary but insufficient solution: A review of Abigail & Stephan Thernstrom's No excuses: Closing the racial gap in learning. In The Journal of College and University Law, 30(3), 689-702. A. Thernstrom & S. Thernstrom. 2003. New York : Simon & Schuster.
Hallinan, Maureen T. Race effects on ability group outcomes. In H. J. Walberg, et al. (Eds.), Can unlike students learn together? Grade retention, tracking, and grouping. Greenwich , CT : Information Age Publishing, Inc.
Hallinan, Maureen T. Prologo. In José Pérez Vilariño (Ed.), Relgión y Sociedad en España y los Estados. Madrid: Centro de Investigaciones Sociológicas.
Hallinan, Maureen T. Efectos sobre la educación Católica estadounidense del cambio en la Iglesia Católica: Homenaje a Richard A. Schoenherr. [Effects of change in the Catholic Church on American Catholic education: In honor of Richard A. Schoenherr]. In José Pérez Vilariño (Ed.), Relgión y sociedad en España y los Estados Unidos. Madrid : Centro de Investigaciones Sociológicas.
McVeigh, R., D. Myers, & David Sikkink. Corn, klansmen, and Coolidge: Structure and framing in social movements. Social Forces 83(2).
Meyer, A. & David Sikkink. What does it profit a college to add more students? The relationship between enrollment growth and financial strength. Christian Higher Education, 3(1), 97-113.
Sikkink, David. The hidden civic lessons of public and private schools. Catholic Education: A Journal of Inquiry and Practice, 7(3), 339-365.
Welch, M., David Sikkink, E. Sartain, & C. Bond. Trust in God and trust in man: The ambivalent role of religion in shaping dimensions of social trust. Journal for the Scientific Study of Religion, 43(3), 317-43.
Carbonaro, William. Sector differences in student learning: Differences in achievement gains across school years and during the summer. Catholic Education: A Journal of Inquiry and Practice, 7(2), 219-245.
Hallinan, Maureen T. Ability grouping and student learning. In D. Ravitch (Ed.),Brookings papers on education policy 2003. Washington D.C. : Brookings Institution.
Hallinan, Maureen T. Preface. In M. T. Hallinan, A. Gamoran, W. Kubitschek & T. Loveless (Eds.), Stability and change in American education: Structure, process and outcomes. Clinton Corners: NY: Eliot Werner Publications, Inc.
Hallinan, Maureen T. School organization and response to systemic breakdown. In M. T. Hallinan, A. Gamoran, W. Kubitschek & T. Loveless (Eds.), Stability and change in American education: Structure, process and outcomes. Clinton Corners: NY: Eliot Werner Publications, Inc.
Hallinan, Maureen T. ; A. Gamoran; W. Kubitschek. & T. Loveless, (Eds.). Stability and change in American education: Structure, process and outcomes.Clinton Corners: NY: Eliot Werner Publications, Inc.
Hallinan, Maureen T. Race effects on ability group outcomes. In H. J. Walberg, A. J. Reynolds, & M. C. Wang (Eds.), Can unlike students learn together? Grade retention, tracking, and grouping. Greenwich , CT : Information Age.
Mulligan, Gail. Sector differences in opportunities for parental involvement in the school context. Catholic Education: A Journal of Inquiry and Practice, 7(2), 246-265.
Sikkink, David. From Christian civilization to individual civil liberties: Framing religion in the legal field. In C. Smith (Ed.), A secular revolution. Berkeley: University of California Press.
Sikkink, David. The loyal opposition: Evangelicals, civic engagement, and schooling for children. In M. Cromartie (Ed.), Evangelicals and civic engagement.New York : Rowman and Littlefield.
Sikkink, David, & E. Hernandez. Religion matters: Predicting schooling success among Latino youth. Interim Report. Institute for Latino Studies, University of Notre Dame.
Smith, C., & David Sikkink. Social predictors of retention in and switching from the religious faith of family of origin: Another look using religious tradition self-identification. Review of Religious Research, 45(2), 188-206.
Carbonaro, William & A. Gamoran. The production of achievement inequality in high school English. American Educational Research Journal, 39, 801-827.
Gamoran, A. & William Carbonaro. High school English: A national portrait. The High School Journal, 86, 1-13.
Hallinan, Maureen T. Catholic education as a societal institution. Catholic Education: A Journal of Inquiry & Practice, 6(1), 5-26.
Nystrand, M., A. Gamoran, & William Carbonaro. On the ecology of classroom instruction: The case of writing in high school English and social studies. In P. Tynjälä, L. Mason, & K. Londa (Eds.), Writing as a learning tool. Dordrecht , the Netherlands : Kluwer Academic Publishers.
Hallinan, Maureen T. Equality in education. In D. Levinson, P. Cookson, Jr., & A. Sadovnik (Eds.), Education and sociology: An encyclopedia. New York: Routledge Falmer.
Hallinan, Maureen T. Race differences in ability group effects on achievement: Moving beyond the myths. CEIC Review, 10(5), 13-14, 22-23.
Hallinan, Maureen T. School as a social system. In N. Smelser & P. Baltes (Eds.),International Encyclopedia of Social and Behavioral Sciences. Oxford UK: Elsevier Science.
Hallinan, Maureen T. Sociological perspectives on Black-White inequalities in American schooling. Sociology of Education Extra Issue 2001, 50-70.
Hallinan, Maureen T. Two research traditions in the sociology of education. In J. R. Blau (Ed.), Blackwell companion to sociology. Oxford , UK : Blackwell Publishers Limited.
Hallinan, Maureen T., & V. Khmelkov. Recent developments in teacher education in the United States of America . Journal of Education for Teaching, 27(2), 177-187.
McVeigh , R. & David Sikkink. God, politics, and protest: Religious beliefs and the legitimization of contentious tactics. Social Forces, 79(4), 1425-58.
Sikkink, David. Speaking in many tongues: Diversity among Christian schools .Education Matters, 1(2), 36-45.
Hallinan, Maureen T. Conclusion: Catholic education at the crossroads. In J. Youniss & J. Convey (Eds.), Catholic schools at the crossroads. New York: Teachers College Press, Columbia University.
Hallinan, Maureen T. Die soziologische analyse des sozialen Wandels. In D. Bögenhold (Ed.), Moderne Amerikanische soziologie. Lucius and Lucius, Stuttgart , Germany .
Hallinan, Maureen T. (Ed.). Handbook of the sociology of education. New York: Kluwer Academic/Plenum.
Hallinan, Maureen T. Introduction: Sociology of education at the threshold of the twenty-first century. In M. T. Hallinan (Ed.), Handbook of the sociology of education. New York : Kluwer Academic/Plenum.
Hallinan, Maureen T. Linkages between sociology of race and sociology of education. In M. T. Hallinan (Ed.), Handbook of the sociology of education. New York : Kluwer Academic/Plenum.
Khmelkov, V., Ann Marie R. Power, & F. C. Power. Teacher candidates’ incoming beliefs about teaching and the teaching profession: Catholic service-learning and traditional programs compared. Catholic Education, 5(2).
Hallinan, Maureen T., & V. Khmelkov. New developments in teacher education in the United States . In S. Drudy & E. Oldham (Eds.), Educating the educators: Proceedings of a conference on teacher education. Cardinal Press: Ireland .
Sikkink, David & Andrea Mihut. Religion and the politics of multiculturalism.Religion and Education, 27(2), 30-46.
Sikkink, David & C. Smith. Evangelicals on education. In C. Smith (Ed.), Christian America? Berkeley: University of California Press.
Sikkink, David & M. Emerson. Home schooling. In W. C. Roof (Ed.), Contemporary American religion. New York : Macmillan Reference.
Carbonaro, William. Opening the debate on closure: A comment on Morgan and Sørensen. American Sociological Review, 64, 682-686.
Emerson, M., C. Smith, & David Sikkink. Equal in Christ, but not in the world: White conservative Protestants and explanations of Black-White inequality.Social Problems, 46(3), 398-417.
Hallinan, Maureen T. Catholic education at the crossroads. In J. Youniss & J. Convey (Eds.), Current status and future prospects of Catholic schools. NY: Columbia University Teachers' College Press.
Hallinan, Maureen T. Equality in education. In D. Levinson, P. Cookson, Jr., & A. Sadovnik (Eds.), Education and sociology: An encyclopedia. New York: Garland.
Hallinan, Maureen T. Reflections on the contributions of James S. Coleman.Research in Sociology of Education and Socialization, 12, 1-7.
Hallinan, Maureen T. & Warren Kubitschek. Conceptualizing and measuring school social networks (Comment on Morgan and Sorensen). American Sociological Review, 64, 687-93.
Hallinan, Maureen T. & Warren Kubitschek. Curriculum differentiation and high school achievement. Social Psychology of Education, 3, 41-62.
Khmelkov, V. & Maureen T. Hallinan. Organizational effects on race relations in schools. Journal of Social Issues, 55(4), 627-645.
Kubitschek, Warren N. & Maureen T. Hallinan. Collinearity, bias, and effect size: Modeling 'the' effect of track on achievement. Social Science Research, 28, 380-402.
Power, Ann Marie R., & V. Khmelkov. The effects of service participation on high school students' social responsibility. Research in Sociology of Education and Socialization, 12, 185-215.
Regnerus, M., David Sikkink, & C. Smith. Voting With the Christian Right: Contextual and group patterns of electoral influence. Social Forces, 77(4), 1375-1401.
Smith, C. & David Sikkink. Is private schooling privatizing? First Things, 92(April), 16-20.
Carbonaro, William. A little help from my parent’s friends: Intergenerational closure and effects on educational outcomes. Sociology of Education, 71, 295-313.
Hallinan, Maureen T. Diversity effects on student outcomes: Social science evidence. Ohio State Law Review, 59(3), 733-754.
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