Quantitative methods for studying social context in multilevel and through interpersonal relations

Review of Research in Education

Volumn 23, Issue , 1998, Pages 171-216

  Frank, Kenneth A ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032327712     PISSN: 0091732X     EISSN: None     Source Type: Journal    
DOI: 10.3102/0091732x023001171     Document Type: Article

References (313)

1. Abbott, A. (1996). Things of boundaries. Social Research, 62, 857-882.
2. Agresti, A. (1984). Analysis of categorical data. New York: Wiley.
3. Alba, R. (1973). A graph-theoretic definition of a sociometric clique. Journal of Mathematical Sociology, 3, 113-126.
4. Alexander, K. L., Cook, M., & McDill, E. I. (1978). Curriculum tracking and educational stratification: Some further evidence. American Sociological Review, 43, 47-66.
5. Alexander, K. L., & Pallas, A. M. (1985). School sector and cognitive performance: When is a little a little? Sociology of Education, 58, 115-128.
6. Allison, P. D. (1990). Change scores as dependent variables in regression analysis. Sociological Methodology, 20, 93-114.
7. Anselin, L. (1988). Spatial econometrics: Methods and models. Amsterdam: Kluwer Academic.
8. Anstead, C. J., & Goodson, I. R. (1993). Structure and mediation: Glimpses of everyday life at the London Technical and Commercial High School, 1920-1940. American Journal of Education, 102, 55-79.
9. Apple, M. W. (1979). Ideology and curriculum. London: Routledge and Kegan Paul.
10. Apple, M. (1990). Ideology and curriculum. New York: Routledge.
11. Arabie, P., & Hubert, L. (1990). Block models from the bond energy approach. Social Networks, 12, 99-126.
12. Ashton, P., & Webb, R. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman.
13. Barker, R., & Gump, P. (1964). Big school, small school: High school size and student behavior. Stanford, CA: Stanford University Press.
14. Barnes, D. (1976). From communication to curriculum. New York: Penguin Books.
15. Barnes, J. (1972). Social networks. In Anthropology Module 26 (pp. 1-29). Reading, MA: Addison-Wesley.
16. Barr, R., & Dreeben, R. (1977). Instruction in classrooms. In L. Shulman (Ed.), Review of research in education (Vol. 5). Itasca, IL: Peacock.
17. Barr, R., & Dreeben, R. (1983). How schools work. Chicago: University of Chicago Press.
18. Bereiter, C. (1963). Some persisting dilemmas in the measurement of change. In C. Harris (Ed.), Problems in measuring change. Madison: University of Wisconsin Press.
19. Bidwell, C., & Bryk, A. (1994, April). How teachers' work is organized: The context and consequences of the structure of the high school workplace. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
20. Bidwell, C., Frank, K., & Quiroz, P. (1997). Teacher types, workplace controls, and the organization of schools. Sociology of Education, 70(4), pp. 285-307.
21. Bidwell, C., & Kasarda, J. (1980). Conceptualizing and measuring the effects of school and schooling. American Journal of Education, 88, 401-430.
22. Bidwell, C., & Quiroz, P. (1991). Organizational control in the high school workplace: A theoretical argument. Journal of Research on Adolescence, 1, 211-229.
23. Bird, T., & Little, J. (1986). How schools organize the teaching occupation. Elementary School Journal, 86, 493-511.
24. Blau, P. M. (1977). Inequality and heterogeneity. New York: Macmillan.
25. Blyth, W. (1958). Sociometry, prefects and peaceful coexistence in a junior school. Sociology Review, 6, 5-24.
26. Blyth, W. (1960). The sociometric study of children's groups in English schools. British Journal of Educational Studies, 8, 127-147.
27. Bock, R. D., & Husain, S. (1948). An adaptation of Holzinger's B-coefficients for the analysis of sociometric data. Sociometry, 11, 146-153.
28. Bonney, M. E. (1943). The relative stability of social, intellectual, and academic status in Grades 2-4 and the interrelationships between these various forms of growth. Journal of Educational Psychology, 34, 88-102.
29. Borgatti, S., Everett, M., & Freeman, L. (1992). UClNET IV, Version 1.0 reference manual. Natick, MA: Columbia University Press/Analytic Technologies.
30. Borgatti, S., Everett, M., & Shirey, P. (1990). LS sets, lambda sets, and other cohesive subsets. Social Networks, 12, 337-357.
31. Bessert, S. (1979). Tasks and social relationships in classrooms. New York: Cambridge University Press.
32. Bott, E. (1971). Family and social network: Roles, norms and external relations. London: Tavistock.
33. Bovasso, G. (1996). A network analysis of social contagion processes in an organizational intervention. Human Relations, 49, 1419-1435.
34. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.
35. Boyd, R. D. (1965). The group as a sociopsychological setting for learning. Review of Educational Research, 35, 209-217.
36. Bray, M., & Thomas, R. M. (1995). Levels of comparison in educational studies: Different insights from different literatures and the value of multilevel analyses. Harvard Educational Review, 65, 472-490.
37. Breslow, N., & Clayton, D. (1993). Approximate inference in generalized linear mixed models. Journal of the American Statistical Association, 88, 9-25.
38. Brophy, J. (1985). Interactions of male and female students with male and female teachers. In L. Wilkinson & C. Marrett (Eds.), Gender influence in classroom interaction (pp. 115-142). New York: Academic Press.
39. Bruininks, V. L. (1978a). Actual and perceived peer status of learning disabled students in mainstream programs. The Journal of Special Education, 12, 51-58.
40. Bruininks, V. L. (1978b). Peer status and personality characteristics of learning disabled and nondisabled students. Journal of Learning Disabilities, 11, 29-34.
41. Bryan, I. (1974). Peer popularity of learning disabled children. Journal of Learning Disabilities, 7, 621-625.
42. Bryk, A., & Driscoll, M. (1988). The school as community: Theoretical foundations, contextual influences, and consequences for students and teachers (W. Madison, Trans.). Madison: National Center on Effective Secondary Schools, University of Wisconsin.
43. Bryk, A., & Frank, K. (1991). The specialization of teachers' work: An initial exploration. In S. Raudenbush & J. D. Willms (Eds.), Schools, classrooms, and pupils (pp. 185-202). San Diego, CA: Academic Press.
44. Bryk, A. S., Lee, V. E., & Holland, P. B. (1993). Catholic schools and the common good. Cambridge, MA: Harvard University Press.
45. Bryk, A., Lee, V., & Smith, J. B. (1990). High school organization and its effects on teachers and students: An interpretation summary of the research. In W. Clune & J. Witte (Eds.), Choice and control in American education. Newbury Park, CA: Falmer.
46. Bryk, A., & Raudenbush, S. W. (1988). Toward a more appropriate conceptualization of research on school effects. A three-level hierarchical linear model. American Journal of Education, 97, 65-108.
47. Bryk, A., & Raudenbush, S. W. (1992). Hierarchical linear models. Newbury Park, CA: Sage.
48. Bryk, A., Raudenbush, S. W., & Congdon, R. (1997). Hierarchical linear models. Chicago: Scientific Software.
49. Bryk, A., & Thum, Y. (1989). The effects of high school organization on dropping out: An exploratory investigation. American Educational Research Journal, 26, 353-383.
50. Burawoy, M. (1979). Manufacturing consent: Changes in the labor process under monopoly capitalism. Chicago: University of Chicago Press.
51. Burstein, L. (1980). The analysis of multilevel data in educational research and evaluation. In D. Berliner (Ed.), Review of research in education (Vol. 8, pp. 158-233). Washington, DC: American Educational Research Association.
52. Burt, R. (1982). Toward a structural theory of action. New York: Academic Press.
53. Burt, R. (1987). Social contagion and innovation: Cohesion versus structural equivalence. American Journal of Sociology, 92, 1287-1335.
54. Burt, R. S. (1988). Some properties of structural equivalence measures derived from sociometric choice data. Social Networks, 10, 1-28.
55. Burt, R. S. (1991). STRUCTURE. New York: Columbia University Press.
56. Callahan, R. (1962). Education and the cult of efficiency. Chicago: University of Chicago Press.
57. Canada, K., & Pringle, R. (1995). The role of gender in college classroom interactions: A social context approach. Sociology of Education, 68, 161-186.
58. Carbonaro, W. (1997, August). I get by with a little help from my friends' parents: Family structure, social capital, and effects on educational outcomes. Paper presented at the annual meeting of the American Sociological Association, Toronto, Ontario, Canada.
59. Carley, K. (1990). Group stability: A socio-cognitive approach. Advances in Group Processes, 7, 1-44.
60. Carley, K. (1991). A theory of group stability. American Sociological Review, 56, 331-354.
61. Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st century. Washington, DC: Author.
62. Carnegie Task Force on Teaching as a Profession. (1986). A nation prepared: Teachers for the 21st century. New York: Carnegie Forum on Education and the Economy.
63. Cartwright, D. (1968). The nature of group cohesiveness. In D. Cartwright & A. Zander (Eds.), Group dynamics: Research and theory (pp. 91-109). New York: Harper & Row.
64. Cartwright, D., & Harary, F. (1956). Structural balance: A generalization of Heider's theory. Psychological Review, 63, 277-293.
65. Chew, K. S. (1992). The demographic erosion of political support for public education: A suburban case study. Sociology of Education, 65, 280-292.
66. Cohen, J. (1971). Adolescent change and peer influence. Unpublished doctoral dissertation, University of Chicago.
67. Coleman, J. S. (1958). Relational analysis: The study of social organizations with survey methods. Human Organization, 17, 28-36.
68. Coleman, J. S. (1961). Adolescent society. New York: Free Press of Glencoe.
69. Coleman, J. S. (1986). Social theory, social research and theory of action. American Journal of Sociology, 91, 1309-1335.
70. Coleman, J., Campbell, E., Hobson, C., McPartland, J., Mood, A., Weinfield, J., & York, R. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office.
71. Collins, R. (1981). On the microfoundations of macrosociology. American Journal of Sociology, 86, 984-1014.
72. Cook, L. (1945). An experimental sociographic study of a stratified tenth grade class. American Sociological Review, 10, 250-261.
73. Cook, T., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Boston: Houghton Mifflin.
74. Cusick, P. (1983). The egalitarian ideal and the American high school: Studies of three schools. New York: Longman.
75. Darling-Hammond, L., & McLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-603.
76. Davies, M., & Kandel, D. (1981). Parental and peer influences on adolescents' educational plans: Some further evidence. American Journal of Sociology, 87, 363-387.
77. Davis, J. A. (1977). Sociometric triads as multi-variate systems. Journal of Mathematical Sociology, 5, 41-59.
78. DeLany, B. (1991). Allocation, choice, and stratification within high schools: How the sorting machine copes. American Journal of Education, 9, 181-207.
79. Delpit, L. D. (1988). The silence dialogue: Power and pedogogy in educating other people's children. Harvard Educational Review, 58(3), 280-298.
80. Desimone, L. M. (1997, August). How does the relationship between parental involvement and eighth grade student achievement vary for children of different racial/ethnic groups? Paper presented at the annual meeting of the American Sociological Association, Toronto, Ontario, Canada.
81. DeVree, J., & Dagevos, J. (1994). The structure of action and interaction: The structural similarity of systems of social science. Journal of Mathematical Sociology, 19, 91-127.
82. DiMaggio, P. J., & Powell, W. (1991). The iron cage revisited: Institutional isomorphism and collective rationality in organization fields. In W. W. Powell & P. J. DiMaggio (Eds.), The new institutionalism in organizational analysis (pp. 63-82). Chicago: University of Chicago Press.
83. Doreian, P. (1989). Two regimes of network effects autocorrelation. In M. Kochen (Ed.), The small world (pp. 280-295). Norwood, NJ: Ablex.
84. Dow, M., & Leenders, R. A. (1997, February). The effects of measurement error on estimation procedures for network autocorrelated models. Paper presented at the Social Network Conference, San Diego, CA.
85. Dreeben, R., & Barr, R. (1988). Classroom composition and the design of instruction. Sociology of Education, 61, 129-142.
86. Dreeben, R., & Gamoran, A. (1986). Race, instruction, and learning. American Sociological Review, 51, 660-669.
87. Duke, J. B. (1993). Estimation of the network effects model in a large data set. Sociological Methods and Research, 21, 465-481.
88. Duncan, O. D., Haller, A., & Portes, A. (1968). Peer influences on aspirations: A reinterpretation. American Journal of Sociology, 74, 119-137.
89. Durkheim, E. (1933). Division of labor in society. New York: Macmillan.
90. Durkheim, E. (1984). Division of labor in society (L. Coser, Ed., and W. Halls, Trans.). New York: Macmillan.
91. Eckert, P. (1989). Jocks and burnouts: Social categories and identity in the high school. New York: Teachers College Press.
92. Eder, D. (1982). Differences in communicative styles across ability groups. In L. Wilkinson (Ed.), Communicating in the classroom. New York: Academic Press.
93. Eder, D. (1981). Ability grouping as a self-fulfilling prophecy: A micro-analysis of teacher-student interaction. Sociology of Education, 54, 151-162.
94. Edwards, H. (1973). The emerging duty to bargain in the public sector. Michigan Law Review, 71, 885-934.
95. Epstein, J. L. (1983). Selection of friends in differently organized schools and classrooms. In J. L. Epstein & N. Karweit (Eds.), Friends in school: Patterns of selection and influence in secondary schools (pp. 73-92). New York: Academic Press.
96. Epstein, J. L., & Connors-Tadros, L. (1997, August). High school teachers' reports of school-family-community partnerships. Paper presented at the annual meeting of the American Sociological Association, Toronto, Ontario, Canada.
97. Epstein, J. L., & Karweit, N. (Eds.). (1983). Friends in school: Patterns of selection and influence in secondary schools. New York: Academic Press.
98. Epstein, J. L. (1983). The influence of friends on achievement and affective outcomes. In J. L. Epstein & N. Karweit (Eds.), Friends in school: Patterns of selection and influence in secondary schools (pp. 177-200). New York: Academic Press.
99. Erbring, L., & Young, A. A. (1979). Individuals and social structure: Contextual effects as endogenous feedback. Sociological Methods and Research, 7, 396-430.
100. Erickson, F., & Shultz, J. (1982). The counselor as gatekeeper. New York: Academic Press.
101. Etzioni, A. (1961). Complex organizations: A sociological reader. New York: Holt, Rinehart & Winston.
102. Evans, K. (1962). Sociometry and education. New York: Humanities Press.
103. Everett, M. (1983a). An extension of EBLOC to valued graphs. Social Networks, 5, 395-402.
104. Feld, S. L. (1981). The focused organization of social ties. American Journal of Sociology, 86(5), 1015-1035.
105. Festinger, L. (1950). Informal social communication. Psychological Review, 57, 271-282.
106. Festinger, L., Schachter, S., & Back, K. (1950). Social pressures in informal groups. Stanford, CA: Stanford University Press.
107. Fienberg, S., Meyer, M., & Wasserman, S. (1985). Statistical analysis of multiple sociometric relations. Journal of the American Statistical Association, 80, 51-67.
108. Fienberg, S., & Wasserman, S. (1981). Categorical data analysis of single sociometric relations. In S. Leinhardt (Ed.), Analysis of single sociometric relations (pp. 156-193). San Francisco: JosseyBass.
109. Firestone, W., & Wilson, B. (1985). Using bureaucratic and cultural linkages to improve instruction: The principal's contribution. Educational Administration Quarterly, 21(2), 7-30.
110. Fitz-Gibbon, C. T. (1991). Multilevel modelling in an indicator system. In S. Raudenbush & J. D. Willms (Eds.), Schools, pupils, and classrooms: International studies of schooling from a multilevel perspective (pp. 67-84). San Diego, CA: Academic Press.
111. Flanders, N. A., & Havumaki, S. (1960). The effect of teacher-pupil contacts involving praise on the sociometric choices of students. Journal of Educational Psychology, 57, 65-68.
112. Flecker, R. (1967). Group centered learning: A growing field and its problems. Australian Psychologist, 2, 31-39.
113. Frank, K., & Yasumoto, J. (1997, August). Embedded in what? Variations in social structure and social capital. Paper presented at the annual meeting of the American Sociological Association, Toronto, Ontario, Canada.
114. Frank, K. A. (1993). Identifying cohesive subgroups. Chicago: University of Chicago Press.
115. Frank, K. A. (1995a). Identifying cohesive subgroups. Social Networks, 17, 27-56.
116. Frank, K. A. (1995b). Exploring interrelated structures: A system based on P1 and influence models. Paper presented at the International Conference on Social Networks, London.
117. Frank, K. A. (1996). Mapping interactions within and between cohesive subgroups. Social Networks, 18, 93-119.
118. Frank, K. A., & Fahrbach, K. (1997, February). Exploring interrelated structures: A system of longitudinal models of selection and interpersonal influence in a social network. Paper presented at the annual meeting of the Sunbelt Social Networks Conference, San Diego, CA.
119. Frank, K., & Xu, J. (1997). Maximum likelihood estimation for network effects. Working paper, Michigan State University.
120. Frank, O., & Strauss, D. (1986). Markov graphs. Journal of the American Statistical Association, 81, 832-842.
121. Freeman, L. C. (1978). Segregation in social networks. Sociological Methods and Research, 6, 411-427.
122. Freeman, L. C. (1992). Filling in the blanks: A theory of cognitive categories and the structure of social affiliation. Social Psychology Quarterly, 55, 118-127.
123. French, R., & Mensh, I. (1948). Some relationships between interpersonal judgments and sociometric status in a college group. Sociometry, 11, 335-345.
124. Friedkin, N. E. (1990). SNAPS (social network analysis procedures) for Gauss. Social Networks, 12, 173-178.
125. Friedkin, N. E. (1997). A structural theory of social influence. Cambridge, England: Cambridge University Press.
126. Friedkin, N. E., & Cook, K. S. (1990). Peer group influence. Sociological Methods and Research, 19, 122-143.
127. Friedkin, N. E., & Johnson, E. C. (1990). Social influence and opinions. Journal of Mathematical Sociology, 15, 193-205.
128. Friedkin, N. E., & Marsden, P. (1994). Network studies of social influence. In S. Wasserman & J. Galaskiewicz (Eds.), Advances in social network analysis (pp. 1-25). Thousand Oaks, CA: Sage.
129. Friedkin, N. E., & Thomas, S. (1997). Social positions in schooling. Sociology of Education, 70(4), 239-255.
130. Fuchs, L., Fuchs, D., Hamlett, C., Phillips, N., & Karns, K. (1995). General educators' specialized adaptation for students with learning disabilities. Exceptional Children, 6(5), 440-459.
131. Fuller, B., & Izu, J. (1986). Explaining school cohesion: What shapes the organizational beliefs of teachers? American Journal of Education, 94, 501-535.
132. Gamoran, A. (1987). The stratification of high school learning opportunities. Sociology of Education, 60, 135-155.
133. Gamoran, A. (1991). Schooling and achievement: Additive versus interactive models. In S. W. Raudenbush & J. D. Willms (Eds.), Schools, pupils, and classrooms: International studies of schooling from a multilevel perspective (pp. 37-52). San Diego, CA: Academic Press.
134. Gamoran, A. (1996). Curriculum standardization and equality of opportunity in Scottish secondary education: 1984-90. Sociology of Education, 69, 1-21.
135. Gerber, P. (1977). Awareness of handicapping conditions and sociometric status in an integrated preschool setting. Mental Retardation, 15(3), 24-25.
136. Goldstein, H. (1987). Multilevel models in educational and social research. London: Oxford University Press.
137. Goldstein, H. (1991). Nonlinear multilevel models with an application to discrete response data. Biometrika, 78, 45-51.
138. Goldstein, H. (1995). Multilevel statistical models (2nd ed.). New York: Wiley.
139. Goodman, J. (1995). Change without difference: School restructuring in historical perspective. Harvard Educational Review, 65, 1-29.
140. Granovetter, M. (1973). The strength of weak ties: Network theory revisited. American Journal of Sociology, 18, 279-288.
141. Grant, G. (1988). The world we created at Hamilton High. Cambridge, MA: Harvard University Press.
142. Greenfield, T. (1975). Theory about organization: A new perspective and its implications for schools. In R. Campbell & R. Gregg (Eds.), Administrative behavior in education. London: Athlone.
143. Gronlund, N. E. (1950). The accuracy of teachers' judgments concerning the sociometric status of sixth-grade pupils. Sociometry, 13, 197-225.
144. Gronlund, N. E. (1959). Sociometry in the classroom. New York: Harper.
145. Grossman, P. L., & Stodolsky, S. S. (1995). Content as context: The role of school subjects in secondary school teaching. Educational Researcher, 24(8), 5-11.
146. Hall, R. M., & Sandler, B. R. (1982). The classroom climate: A chilly one for women? Washington, DC: Project on the Status and Education of Women, Association of American Colleges.
147. Hallinan, M. (1976). Friendship formation: A continuous time Markov process (CDE Working Paper 76-5). Madison: University of Wisconsin Center for Demography and Ecology.
148. Hallinan, M. T. (1992). The organization of students for instruction in the middle school. Sociology of Education, 65, 114-127.
149. Hannaway, J., & Talbert, J. E. (1993). Bringing context into effective schools research: Urban-suburban differences. Educational Administration Quarterly, 29(2), 164-186.
150. Hansell, S., & Karweit, N. (1983). Curricular placement, friendship networks, and status attainment. In J. L. Epstein & N. Karweit (Eds.), Friends in school: Patterns of selection and influence in secondary schools (pp. 141-162). New York: Academic Press.
151. Hanson, E. (1978). Organizational control in educational systems: A case study of governance in schools. In S. Bacharach (Ed.), Organizational behavior in schools and school districts (pp. 245-276). New York: Praeger.
152. Hargreaves, A. (1993). Individualism and individuality: Reinterpreting the teacher culture. In J. Little & M. McLaughlin (Eds.), Teachers' work: Individuals, colleagues, and contexts (pp. 51-76). New York: Teachers College Press.
153. Hartup, W. (1978). Children and their friends. In H. McGurk (Ed.), Issues in childhood social development. London: Methuen.
154. Hedeker, D., & Gibbons, R. (1996). MIXOR: A computer program for mixed-effects ordinal probit and logistic regression analysis. Computer Methods and Programs in Biomedicine, 49, 157-176.
155. Heider, F. (1958). Psychology of interpersonal relations. New York: Wiley.
156. Heyns, B. (1974). Social selection and stratification within schools. American Journal of Sociology, 79, 1434-1451.
157. Holland, P. W., & Leinhardt, S. (1981). An exponential family of probability distributions for directed graphs. Journal of the American Statistical Association, 76, 33-49.
158. Hollingshead, A. (1949). Elmstown's youth. New York: Wiley.
159. Homans, G. C. (1950). The human group. New York: Harcourt Brace.
160. Hubbell, C. (1965). An input output approach to clique identification. Sociometry, 28, 377-399.
161. Hubert, L. J. (1987). Assignment methods in combinatorial data analysis. New York: Marcel Dekker.
162. Ingersoll, R. M. (1994). Organizational control in secondary schools. Harvard Educational Review, 64, 150-172.
163. Jacobsen, S. (1991). The relationship between kindergarten screening measures and grade three achievement. In S. Raudenbush & J. D. Willms (Eds.), Schools, pupils, and classrooms: International studies of schooling from a multilevel perspective (pp. 167-184). San Diego, CA: Academic Press.
164. Jamieson, J. (1984). Attitudes of educators toward the handicapped. In R. Jones (Ed.), Attitudes and attitude change in special education (pp. 206-222). Reston, VA: The Council for Exceptional Children.
165. Jennings, H. H. (1943). Leadership and isolation. New York: Longman.
166. Johnson, S. (1990). Teachers at work achieving success in our schools. New York: Basic Books.
167. Jones, R., & Guskin, S. (1984). Attitudes and attitude change in special education. In R. Jones (Ed.), Attitudes and attitude change in special education (pp. 1-20). Reston, VA: The Council for Exceptional Children.
168. Kadushin, C. (1995). Friendship among the French financial elite. American Sociological Review, 60, 201-221.
169. Katz, L. (1947). On the matric analysis of sociometric data. Sociometry, 10, 233-241.
170. Kennedy, P., Northcott, W., McCauley, R., & Williams, S. (1976). Longitudinal sociometric and cross-sectional data in mainstreaming hearing impaired children in regular classrooms. Exceptional Children, 40, 336-342.
171. Keeves, J., & Sellin, N. (1988). Multilevel analysis. In J. Keeves (Ed.), Educational research, methodology and measurement: An international handbook (pp. 689-700). Oxford, England: Pergamon Press.
172. Kerbow, D., & Bernhardt, A. (1993). Parental intervention in the school: The context of minority involvement. In B. Schneider & J. S. Coleman (Eds.), Parents, their children, and schools (pp. 115-146). Boulder, CO: Westview Press.
173. Kidd, J. (1951). An analysis of social rejection in a college men's residence hall. Sociometry, 16, 225-334.
174. Kilgore, S. B., & Pendleton, W. W. (1993). The organizational context of learning: Framework for understanding the acquisition of knowledge. Sociology of Education, 66, 63-87.
175. King, C. E. (1960). The applicability of small group knowledge to the classroom situation. Sociology and Social Research, 45, 18-23.
176. Krackhardt, D., Blyth, J., & McGrath, C. (1994). Krackplot 3.0: An improved network drawing program. Connections, 17(2), 53-55.
177. Kuhlen, R., & Bretsch, H. (1947). Sociometric status and personal problems of adolescents. Sociometry, 10, 122-132.
178. Kuhlon, R. G., & Lee, B. J. (1943). Personality characteristics and social acceptability in adolescence. Journal of Educational Psychology, 34, 321-340.
179. Laumann, E. O. (1970). The logic of social hierarchies. Chicago: Markham.
180. Lazersfeld, P., & Menzel, H. (1961). On the relation between individual and collective properties. In A. Etzioni (Ed.), Complex organizations (pp. 422-440). New York: Holt, Rinehart & Winston.
181. Lee, V., & Bryk, A. (1989). A multilevel model of the social distribution of high school achievement. Sociology of Education, 62, 172-192.
182. Lee, V., Dedrick, R., & Smith, J. (1991). The effect of the social organization of schools on teacher satisfaction. Sociology of Education, 64, 190-208.
183. Lee, V. E., Marks, H. M., & Byrd, T. (1994). Sexism in single-sex and coeducational independent secondary school classrooms. Sociology of Education, 67, 92-120.
184. Lee, V. E., & Smith, J. B. (1991). Sex discrimination in teachers' salary. In S. Raudenbush & J. D. Willms (Eds.), Schools, pupils, and classrooms: International studies of schooling from a multilevel perspective (pp. 225-248). San Diego, CA: Academic Press.
185. Lee, V. E., & Smith, J. B. (1993). Effects of school restructuring on the achievement and engagement of middle-grade students. Sociology of Education, 66, 164-187.
186. Lee, V. E., & Smith, J. B. (1995). Effects of high school restructuring and size on early gains in achievement and engagement. Sociology of Education, 68, 241-270.
187. Lee, V. E., & Smith, J. B. (1996). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education, 104, 103-147.
188. Lee, V. E., Smith, J. B., & Croninger, R. G. (1997). How high school organization influences the equitable distribution of learning in mathematics and science. Sociology of Education, 70, 128-150.
189. Leenders, R. (1995). Structure and influence: Statistical models for the dynamics of actor attributes, network structure and their interdependence. Amsterdam: Thesis.
190. Levine, D., & Lezotte, L. (1990). Unusually effective schools. Madison, WI: National Center for Effective Schools Research and Development.
191. Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, 76(8), 591-596.
192. Lightfoot, S. (1983). The good high school: Portraits of character and culture. New York: Basic Books.
193. Lindley, D., & Smith, A. (1972). Bayes estimates for the linear model. Journal of the Royal Statistical Society, Series B, 34, 1-41.
194. Linn, R., & Slinde, J. (1977). The determination of the significance of change between pre-and posttesting periods. Review of Educational Research, 47, 121-150.
195. Little, J. (1984). Organizing for quality: Good teaching and good teachers. Journal of Children and Contemporary Society, 16, 71-84.
196. Little, J. (1993). Professional community in comprehensive high schools: The two worlds of academic and vocational teachers. In J. Little & M. McLaughlin (Eds.), Teachers' work: Individuals, colleagues, and contexts (pp. 137-163). New York: Teachers College Press.
197. Lockheed, M. E., & Longford, N. T. (1991). School effects on mathematics achievement gain in Thailand. In S. Raudenbush & J. D. Willms (Eds.), Schools, pupils, and classrooms: International studies of schooling from a multilevel perspective (pp. 131-148). San Diego, CA: Academic Press.
198. Longford, N. (1993). Random coefficient models. Oxford, England: Clarendon Press.
199. Lortie, D. (1977). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
200. Luce, R. (1950). Connectivity and generalized cliques in sociometric groups. Psychometrika, 15, 169-190.
201. MacIver, D., & Epstein, J. (1991). Responsive practices in the middle grades: Teacher teams, advisory groups, remedial instruction, and school transition programs. American Journal of Education, 99, 587-622.
202. MacMillan, D., & Morrison, G. (1984). Sociometric research in special education. In R. Jones (Ed.), Attitudes and attitude change in special education (pp. 93-117). Reston, VA: The Council for Exceptional Children.
203. Marsden, P., & Friedkin, N. E. (1994). Network studies of social influence. Sociological Methods and Research, 22, 127-151.
204. Matula, D. (1972). K-components, clusters, and slicing in graphs. Journal of the American Statistical Association, 22, 459-480.
205. McDermott, R., & Aron, J. (1978). Pirandello in the classroom. In M. Reynolds (Ed.), The futures of education. Reston, VA: Council for Exceptional Children.
206. McDonald, J., Smith, S., Turner, D., Finney, M., & Barton, E. (1993). Graduation by exhibition: Assessing genuine achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
207. McLaughlin, M., & Marsh, D. (1979). Staff development and school change. In A. Lieberman & L. Miller (Eds.), Staff development: New demands, realities, new perspectives (pp. 69-94). New York: Teachers College Press.
208. McNeal, R. B. (1997, August). Parental involvement and dropping out of high school. Paper presented at the annual meeting of the American Sociological Association, Toronto, Ontario, Canada.
209. Mead, R. (1967). A mathematical model for the estimation of interplant competition. Biometrics, 23(2), 189-206.
210. Mehan, H. (1992). Understanding inequality in schools: The contribution of interpretive studies. Sociology of Education, 65, 1-20.
211. Mehan, H., Hertweck, A., & Meihls, J. L. (1986). Handicapping the handicapped: Decision making in students' educational careers. Stanford, CA: Stanford University Press.
212. Merton, R. K. (1957). Social theory and social structure. Glencoe, IL: Free Press.
213. Metz, M. (1983). Sources of constructive social relationships in an urban magnet school. American Journal of Education, 91, 202-245.
214. Metz, M. (1990). How social class differences shape teachers' work. In M. W. McLaughlin, J. Talbert, & N. Bascia (Eds.), The contexts of teaching in secondary schools: Teachers' realities. New York: Teachers College Press.
215. Meyer, J., & Rowan, B. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 30, 431-450.
216. Meyer, J., & Rowan, B. (1991). Institutionalized organizations: Formal structure as myth and ceremony. In W. Powell & P. J. DiMaggio (Eds.), The new institutionalism in organizational analysis (pp. 41-62). Chicago: University of Chicago Press.
217. Miskel, C., & Ogawa, R. (1988). Work motivation, job satisfaction, and climate. In N. Boyan (Ed.), Handbook of educational administration (pp. 279-304). New York: Longman.
218. Mitchell, J. (1973). Networks, norms and institutions. In J. Boissevain & J. Mitchell (Eds.), Network analysis: Studies in human interaction (pp. 15-36). New York: Mouton.
219. Mokken, R. (1979). Cliques, clubs, and clans. Quality and Quantity, 13, 161-173.
220. Moreno, J. (1934). Who shall survive: A new approach to the problem of human interactions. Washington, DC: Nervous and Mental Disease Publishing Co.
221. Morgan, S. L., & Sorensen, A. (1997, August). Parents' friends and friends' parents: Network components of social closure and their effects on learning. Paper presented at the annual meeting of the American Sociological Association, Toronto, Ontario, Canada.
222. Mudrack, P. (1989). Defining group cohesiveness: A legacy of confusion? Small Group Behavior, 20(1), 37-49.
223. Murnane, R. J. (1975). The impact of school resources on the learning of inner city children. Cambridge, MA: Ballinger.
224. Nadel, S. F. (1957). The theory of social structure. London: Cohen & West.
225. Nakao, K., & Romney, A. (1993). Longitudinal approach to subgroup formation: Re-analysis of Newcomb's fraternity data. Social Networks, 15, 109-131.
226. National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: U.S. Government Printing Office.
227. Newcomb, T. (1950). Social psychology. New York: Dryden Press.
228. Newcomb, T. (1961). The acquaintance process. New York: Holt, Rinehart & Winston.
229. Nias, J. (1989). Primary teachers talking: A study of teaching as work. New York: Routledge.
230. Northway, M. L. (1954). A plan for sociometric studies in a longitudinal programme of research in child development. Sociometry, 7, 272-281.
231. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
232. Ogbu, J. (1978). Minority education and caste: The American system in cross-cultural perspective. New York: Academic Press.
233. Olson, W. C. (1949). Child development. Boston: D. C. Heath.
234. Oosthoeck, H., & van den Eeden, P. (1984). Multilevel aspects in the educational process. London: Gordon & Breach.
235. Ord, K. (1975). Estimation methods for models of spatial interaction. Journal of the American Statistical Association, 70, 120-126.
236. Pallas, A. (1988). School climate in American high schools. Teachers College Record, 89, 541-553.
237. Pallas, A. M., Entwisle, D. R., Alexander, K. L., & Stluka, M. F. (1994). Ability-group effects: Instructional, social, or institutional? Sociology of Education, 67, 27-46.
238. Parsons, T., & Shils, E. (1954). Toward a general theory of action. Cambridge, MA: Harvard University Press.
239. Patterson, L. (1991). Trends in attainment in Scottish secondary schools. In S. Raudenbush & J. D. Willms (Eds.), Schools, pupils, and classrooms: International studies of schooling from a multilevel perspective (pp. 85-100). San Diego, CA: Academic Press.
240. Peshkin, A. (1986). God's choice: The total world of a fundamentalist Christian. Chicago: University of Chicago Press.
241. Phillips, D., & Conviser, R. (1972). Measuring the structure and boundary properties of groups. Sociometry, 35, 235-254.
242. Plewis, I. (1991). Using multilevel models to link educational progress with curriculum coverage. In S. Raudenbush & J. D. Willms (Eds.), Schools, pupils, and classrooms: International studies of schooling from a multilevel perspective (pp. 53-66). San Diego, CA: Academic Press.
243. Portes, A. M., & MacLeod, D. (1996). Educational progress of children of immigrants: The roles of class, ethnicity, and school context. Sociology of Education, 69, 255-275.
244. Powell, M. (1948). Comparisons of self-ratings, peer rating, and expert's rating of personality adjustment. Educational and Psychological Measurement, 8, 225-234.
245. Pratt, G. K. (1960). Group dynamics in the evaluation of classes. Journal of Educational Sociology, 34, 106-108.
246. Quiroz, P., Gonzalez, N., & Frank, K. A. (1996). Carving a niche in the high school social structure: Formal and informal constraints on participation in the extra curriculum. In A. Pallas (Ed.), Research in sociology of education and socialization (pp. 93-120). Greenwich, CT: JAI Press.
247. Radcliffe-Brown, A. (1940). On social structure. Journal of the Royal Anthropological Society of Great Britain and Ireland, 70, 1-12.
248. Rasbash, J., & Goldstein, H. (1994). Efficient analysis of mixed hierarchical and cross classified random structures using a multilevel model. Journal of Educational and Behavioral Statistics, 19, 337-350.
249. Raudenbush, S. (1993). A crossed random effects model for unbalanced data with applications in cross-sectional and longitudinal research. Journal of Educational Statistics, 18, 321-349.
250. Raudenbush, S. (1995). Hierarchical linear models to study the effects of social context on development. In J. Gottman (Ed.), The analysis of change (pp. 165-201). Hillsdale, NJ: Erlbaum.
251. Raudenbush, S., & Bryk, A. (1986). A hierarchical model for studying school effects. Sociology of Education, 59, 1-17.
252. Raudenbush, S., & Bryk, A. (1988). Methodological advances in studying effects of classrooms and schools on student learning. In Review of research in education (Vol. 15, pp. 423-476). Washington, DC: American Educational Research Association.
253. Raudenbush, S., Rowan, B., & Cheong, Y. (1993). Higher order instructional goals in secondary schools: Class, teacher, and school influences. American Educational Research Journal, 30, 523-553.
254. Reitz, K. (1988). Social groups in monastery. Social Networks, 10, 343-357.
255. Riehl, C. N., & Pallas, A. M. (1992, August). Losing track: The dynamics of student assignment processes in high school. Paper presented at the annual meeting of the American Sociological Association, Pittsburgh, PA.
256. Rist, R. (1970). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational Review, 40, 411-451.
257. Roethlisberger, F., & Dickson, W. (1941). Management and the worker. Cambridge, MA: Harvard University Press.
258. Rogosa, D., Brandt, D., & Zimowski, M. (1982). A growth curve approach to the measurement of change. Psychological Bulletin, 90, 726-748.
259. Rogosa, D., & Willett, J. (1983). Demonstrating the reliability of the difference score in the measurement of change. Journal of Educational Measurement, 20, 335-343.
260. Rosenbaum, J. (1976). Making inequality. New York: Wiley Interscience.
261. Rosenholtz, S. (1989). Teachers' workplace: The social organization of schools. New York: Longman.
262. Rosenholtz, S., & Simpson, C. (1990). Workplace conditions and the rise and fall of teachers' commitment. Sociology of Education, 63, 241-257.
263. Rowan, B. (1990). Applying conceptions of teaching to organizational reform. In R. Elmore (Ed.), Restructuring schools: The next generation of educational reform. San Francisco: Jossey-Bass.
264. Rowan, B. (1995). The organizational design of schools. In S. Bacharach & B. Mundell (Eds.), Images of schools (pp. 11-42). Thousand Oaks, CA: Corwin Press.
265. Rowan, B., Raudenbush, S. W., & Kang, S. J. (1991). School climate in secondary schools. In S. W. Raudenbush & J. D. Willms (Eds.), Schools, pupils, and classrooms: International studies of schooling from a multilevel perspective (pp. 203-224). San Diego, CA: Academic Press.
266. Rumberger, R. W. (1995). Dropping out of middle school: A multilevel analysis of students and schools. American Educational Research Journal, 32, 583-625.
267. Sampson, R., Raudenbush, S., & Earls, T. (1997). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, 277, 918-924.
268. Sarason, S. (1971). The culture of the school and the problem of change. Boston: Allyn & Bacon.
269. Schein, E. (1985). Organizational culture and leadership: A dynamic view. San Francisco: Jossey-Bass.
270. Schiller, K., & Muller, C. (1997, August). Expectations, external examinations, and the process of educational attainment. Paper presented at the annual meeting of the American Sociological Association, Toronto, Ontario, Canada.
271. Schmuck, R. A., & Schmuck, P. A. (1975). Group processes in the classroom. Dubuque, IA: Wm. C. Brown Co.
272. Schneider, B., & Coleman, J. S. (1993). Parents, their children and schools. Boulder, CO: Westview Press.
273. Scott, J. (1991). Social network analysis. New York: Sage Publications.
274. Seidman, S. (1983). LS sets and cohesive subsets of graphs and hypergraphs. Social Networks, 5, 92-96.
275. Seidman, S., & Foster, B. (1978). A graph-theoretic generalization of the clique concept. Journal of Mathematical Sociology, 6, 139-154.
276. Seltzer, M. (1990). The use of data augmentation in fitting hierarchical models to educational data. Unpublished doctoral dissertation, University of Chicago.
277. Selznick, P. (1961). Foundations of the theory of organization. In A. Etzioni (Ed.), Complex organizations (pp. 18-31). New York: Holt, Rinehart & Winston.
278. Sewell, W., Haller, A., & Ohlendorf, G. (1970). The educational and early occupational attainmenet process: Replication and revision. American Sociological Review, 35, 1014-1027.
279. Sheare, J. B. (1978). The impact of resource programs upon the self-concept and peer acceptance of learning disabled children. Psychology in the Schools, 15, 406-412.
280. Shedd, J. B., & Bacharach, S. B. (1991). Tangled hierarchies: Teachers as professionals and the management of schools. San Francisco: Jossey-Bass.
281. Simmel, G. (1955). Conflict and the web of group affiliations (K. Wolff, Trans.). Glencoe, IL: Free Press.
282. Simon, H. A. (1965). The architecture of complexity. In L. von Bertalanffy & A. Rapaport (Eds.), General systems: Yearbook of the Society for General Systems (Vol. 10, pp. 63-76). Ann Arbor, MI: Society for the Advancement of General Systems Theory.
283. Siskin, L. (1991). Departments as different worlds: Subject subcultures in secondary schools. Educational Administration Quarterly, 27(2), 134-160.
284. Smith, L., Prunty, J., & Dwyer, D. (1981). A longitudinal nested systems model of innovation and change in schooling. In S. Bacharach (Ed.), Organizational behavior in schools and school districts (pp. 127-160). New York: Praeger.
285. Sorensen, A. B. (1984). The organizational differentiation of students in schools. In H. Oossthoeck & P. van den Eeden (Eds.), Multilevel aspects in the educational process (pp. 25-43). London: Gordon & Breach.
286. Sorensen, A. B., & Hallinan, M. (1976). A stochastic model for change in group structure. Social Science Research, 5, 43-61.
287. Spradley, J., & McCurdy, D. (1972). The cultural experience: Ethnography in complex society. Chicago: SRA Associates.
288. Staessens, K. (1993). Identification and description of professional culture in innovating schools. Qualitative Studies in Education, 6, 111-128.
289. Stokman, F., & Zeggelink, E. (1996). Is politics power or policy oriented? A comparative analysis of dynamic access models in policy networks. Journal of Mathematical Sociology, 21, 77-111.
290. Strauss, D., & Ikeda, M. (1990). Pseudolikelihood estimation for social networks. Journal of the American Statistical Association, 85, 204-212.
291. Summers, A., & Wolfe, B. (1977). Do schools make a difference? American Economic Review, 67, 639-652.
292. Thum, Y. (1997). Hierarchical linear models for multivariate outcomes. Journal of Educational and Behavioral Statistics, 22(1), 77-108.
293. Trent, S. (1992). Collaboration between special educators and regular educators: A cross case analysis. Unpublished doctoral dissertation, University of Virginia, Charlottesville.
294. Triandis, H., Adamopoulos, J., & Brinberg, D. (1984). Perspectives and issues in the study of attitudes. In R. Jones (Ed.), Attitudes and attitude change in special education (pp. 21-41). Reston, VA: The Council for Exceptional Children.
295. Waller, W. (1932). The sociology of teacher. New York: Wiley.
296. Wasserman, S., & Faust, K. (1994). Social networks analysis: Methods and applications. New York: Cambridge University Press.
297. Wasserman, S., & Galaskiewicz, J. (1994). Advances in social network analysis. Twelve Oaks, CA: Sage Publications.
298. Wasserman, S., & Pattison, P. (1996). Logit models and logistic regressions for univariate and bivariate social networks: I. An introduction to Markov graphs. Psychometrika, 61, 401-426.
299. Watts, W. (1984). Attitude change: Theories and methods. In R. Jones (Ed.), Attitudes and attitude change in special education (pp. 41-69). Reston, VA: The Council for Exceptional Children.
300. Weber, M. (1958). From Max Weber: Essays in sociology (H. Gerth & C. Mills, Trans.). New York: Oxford University Press.
301. Weiss, C. H. (1995). The four "I's" of school reform: How interests, ideology, information, and institution affect teachers and principals. Harvard Educational Review, 65, 571-592.
302. White, H., Boorman, S., & Breiger, R. (1976). Social structure from multiple networks. American Journal of Sociology, 81, 730-781.
303. Wilcox, K. (1982). Differential socialization in the classroom: Implications for equal opportunity. In G. Spindler (Ed.), Doing the ethnography of schooling. New York: Harcourt Brace & World.
304. Willett, J. (1988). Questions and answers in the measurement of change. In Review of research in education (Vol. 15, pp. 224-241). Washington, DC: American Educational Research Association.
305. Willms, J., & Raudenbush, S. (1989). A longitudinal hierarchical linear model for estimating school effects and their stability. Journal of Educational Measurement, 26, 209-232.
306. Wilson, S., & Ball, D. (1991). Changing visions and changing practices: Patchworks in learning to teach mathematics for understanding (Research Report 91-2). East Lansing: National Center for Research on Teacher Learning, Michigan State University.
307. Xu, J. (1996). Solution methods for spatial linear models. Unpublished apprenticeship paper, Michigan State University.
308. Yang, M. (1998). Increasing the efficiency in estimating multilevel Bernoulli models. Unpublished doctoral dissertation, Michigan State University.
309. Yosef, M. (1997). Two-level hierarchical mixed-effects logistic regression analysis: A comparison of maximum likelihood and penalized quasi-likelihood. Unpublished manuscript, College of Education, Michigan State University.
310. Zeichner, K., & Gore, J. (1989). Teacher socialization. East Lansing: National Center for Research on Teacher Learning, Michigan State University.
311. Zeleny, L. D. (1941). Status: Its measurement and control in education. Sociometry, 4, 193-204.
312. Zimmerman, D., Brotohusodo, T., & Williams, R. (1981). The reliability of sums and differences of test scores: Some new results and anomalies. Journal of Experimental Education, 49, 177-186.
313. Zuzovsky, R., & Aitkin, M. (1991). Curricular change and science achievement in Israeli elementary schools. In S. Raudenbush & J. D. Willms (Eds.), Schools, pupils, and classrooms: International studies of schooling from a multilevel perspective (pp. 25-36). San Diego, CA: Academic Press.