R305A100496 University of Georgia Research Foundation, Inc. Ardoin, Scott Katherine S. Binder (Mount Holyoke College) Publications: Ardoin, S.P., Morena, L., Binder, K.S., and Foster, T. (in press). Examining the impact of feedback and repeated readings on oral reading fluency: Let’s not forget prosody. School Psychology Quarterly. Foster, T., Ardoin, S.P., and Binder, K.S. (in press). Underlying Changes In Repeated Reading: An Eye Movement Study. School Psychology Review. Valle, A., Binder, K.S., Walsh, C.B., Nemier, C., and Bangs, K.E. (in press). Eye Movements, Prosody, and Word Frequency Among Average and High Skilled Second Grade Readers. School Psychology Review. R305A100571 University of Colorado, Denver Ruiz-Primo, Maria Deanna Iceman Sands (University of Colorado, Denver) Publications: 2011 R305A110038 University of Michigan Neuman, Susan Tanya Kaefer and Ashley Pinkham Publications: R305A110060 University of Richmond Landy, David Robert Goldstone (Indiana University) Publications: Landy, D., Silbert, N. and Goldin, A. (2013), Estimating Large Numbers. Cognitive Science, 37: 775–799. doi: 10.1111/cogs.12028.
Iatarola, P., Schwartz, A.E., Stiefel, L., and Chellman, C. (2008). Small Schools, Large Districts: Small School Reform and New York City’s Students, Teachers College Record, 110 (9): 1837-1878. Schwartz, A.E., Stiefel,L. and Wiswall, M. (forthcoming). Do Small Schools Improve Performance in Large, Urban Districts? Causal Evidence from New York City. Journal of Urban Economics. R305A080544 Johns Hopkins University Balfanz, Robert Publications: 2010 R305A100423 Institute for Research and Reform in Education (IRRE) Connell, James Publications: 2004 R305A040043 Vanderbilt University Goldring, Ellen Marisa Cannata, Dale Ballou, Timothy C. Caboni, John Cronin, Ellen B. Goldring, Ruth Green, James W. Guthrie, William G. Howell, Caroline M. Hoxby, Michael Kamil, Tom Loveless, Paul Peterson, Claire Smrekar, Matthew G. Springer, Herbert J. Walberg, Kenneth K. Wong. Center Website: Publications: Journal Articles
Scott, Judith Project Website: Related IES Projects: (R305A090550) Publications: Lubliner, S., and Scott, J. (2008). Nourishing Vocabulary. Thousand Oaks, CA: Corwin. Samway, K. Davies, and Taylor, D. (2008). Teaching English Language Learners, 6–12: Strategies that Work. New York: Scholastic. Scott, J., Nagy, B., and Flinspach, S. (2008). More than Merely Words: Redefining Vocabulary Learning in a Culturally and Linguistically Diverse Society. In A. Farstrup and J. Samuels (Eds.), What Research Has to Say About Vocabulary Instruction (pp. 182–210). Newark, DE: International Reading Association. Scott, J., Hoover, M., Flinspach, S., and Vevea, J. (2008). A Multiple-Level Vocabulary Assessment Tool: Measuring Word Knowledge Based on Grade-Level Materials. In Y. Kim, V. Risko, D. Compton, D. Dickinson, M. Hundley, R. Jimenez, K. Leander, D. Rowe (Eds.), 57th Annual Yearbook of the National Reading Conference (pp. 325–340). Oak Creek, WI: National Reading Conference. Scott, J., Skobel, B., and Wells, J. (2008). The Word Conscious Classroom: Building the Vocabulary Readers and Writers Need. New York: Scholastic. 2007 R305A070045 University of Nebraska, Lincoln Nelson, J. Ron Related IES Projects: (R305A110343) Publications: Nelson, J.R., Vadasy, P., and Sanders, E.A. (2011). Efficacy Of A Tier 2 Supplemental Root Word Vocabulary and Decoding Intervention With Kindergarten Spanish-Speaking English Learners. Journal of Literacy Research, 43(2):184 - 211. Vadasy, P.F., Nelson, J., and Sanders, E.A. (2013). Longer Term Effects Of A Tier 2 Kindergarten Vocabulary Intervention For English Learners. Remedial and Special Education, 34(2): 91-101. R305A070231 University of Colorado Wise, Barbara Project Website: Related IES Projects: (R305G040097)
Bloom, H. S. (2012). Comments: Statistical Analysis for Multisite Trials.Journal of Research on Educational Effectiveness, 5(3), 333-335. Raudenbush, S. W., Reardon, S. F., and Nomi, T. (2012). Statistical Analysis for Multisite Trials Using Instrumental Variables With Random Coefficients. Journal of Research on Educational Effectiveness, 5(3), 303-332. R305D090011 RAND Corporation Lockwood, J.R. Daniel McCaffrey Publications: Han, B. (2013). Conditional Akaike Information Criterion In The Fay-Herriot Model. Statistical Methodology, 11: 53-67. McCaffrey, D.F., and Lockwood, J.R. (2011). Missing Data In Value-Added Modeling Of Teacher Effects. Annals of Applied Statistics, 5 (2A): 773-797. R305D090013 Western Michigan University Spybrook, Jessica Publications: Spybrook, J., Puente, A. C., and Lininger, M. (2011). An Examination of the Impact of Changes in Federal Policies on the Landscape of Educational Research in the USA. Effective Education, 3(2), 83-88. R305D090016 RAND Corporation Engberg, John Related IES Projects: (R305A070117) Publications: Davis, B., Engberg, J., Epple, D.N., Sieg, H., Zimmer, R. (2010). . National Bureau of Economic Research, Working Paper 16414 Engberg, J., Epple, D., Imbrogno, J., Sieg, H., and Zimmer, R. (in press). Bounding the Treatment Effects of Education Programs That Have Lotteried Admission and Selective Attrition. Journal of Labor Economics.
Mathes, P.G., Denton, C.A., and Cuevas, A. (2008). The Coaching Solution. Dallas,TX: Southern Methodist University. [Web-based teacher support and professional development platform]. Denton, C.A. (2004). The Virtual Reading Coach. Austin, TX: University of Texas. [Web-delivered coaching program to provide coaching support to reading intervention teachers.] 2004 R305U040005 RAND Corporation Lockwood J.R. Publications: Lockwood, J.R., Mccaffrey, D.F., Hamilton, L.S., Stecher, B., Le, V., and Martinez, J. (2007). The Sensitivity Of Value-Added Teacher Effect Estimates To Different Mathematics Achievement Measures. Journal Of Educational Measurement, 44(1): 47-67. Lockwood, J.R., Mccaffrey, D.F., Mariano, L.T., and Setodji, C. (2007). Bayesian Methods Scalable Multivariate Value-Added Assessment. Journal Of Educational and Behavioral Statistics, 32(2): 125-150. Mariano, L.T., Mccaffrey, D.F., and Lockwood, J.R. (2010). A Model For Teacher Effects From Longitudinal Data Without Assuming Vertical Scaling. Journal Of Educational and Behavioral Statistics, 35(3): 253-279. R305U040006 Cornell University Constas, Mark Larry Hedges (Northwestern University) Project Website: Publications: R305U040007 Northwestern University Hedges, Larry Publications: Hedges, L.V. (2007). . Journal Of Educational and Behavioral Statistics, 32(2): 151-179.