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Volumn 37, Issue 2, 2000, Pages 535-597

Comer's school development program in Chicago: A theory-based evaluation

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Indexed keywords


EID: 0034550583     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/00028312037002535     Document Type: Article
Times cited : (139)

References (26)
  • 8
    • 0003901761 scopus 로고
    • New York: The Free Press
    • Comer, J. P. (1980). School power. New York: The Free Press
    • (1980) School Power
    • Comer, J.P.1
  • 9
    • 84970659060 scopus 로고
    • Home-school relationships as they affect the academic success ol children
    • Comer, J. P. (1984). Home-school relationships as they affect the academic success ol children. Education and Urban Society, 16 (3), 323-337.
    • (1984) Education and Urban Society , vol.16 , Issue.3 , pp. 323-337
    • Comer, J.P.1
  • 10
    • 84936380557 scopus 로고
    • Educating poor minority children
    • Comer, J. P. (1988). Educating poor minority children. Scientific American, 259(5), 42-48.
    • (1988) Scientific American , vol.259 , Issue.5 , pp. 42-48
    • Comer, J.P.1
  • 13
    • 0001787245 scopus 로고    scopus 로고
    • Can schools narrow the black-white test score gap?
    • C. Jencks & M. Phillips (Eds.). Washington, DC: Brookings
    • Ferguson, R. F. (1998). Can schools narrow the black-white test score gap? In C. Jencks & M. Phillips (Eds.). The black-white test score gap (pp. 318-374). Washington, DC: Brookings.
    • (1998) The Black-white Test Score Gap , pp. 318-374
    • Ferguson, R.F.1
  • 14
    • 0001750859 scopus 로고
    • Answers and questions about class size. A statewide experiment
    • Finn, J. D., & Achilles, C. M. (1990). Answers and questions about class size. A statewide experiment. American Educational Research Journal, 27 (3), 557-577.
    • (1990) American Educational Research Journal , vol.27 , Issue.3 , pp. 557-577
    • Finn, J.D.1    Achilles, C.M.2
  • 19
    • 0039270234 scopus 로고    scopus 로고
    • Sustained inquiry in education: Lessons from skill grouping and class size
    • Mosteller, F., Light, R. J., & Sachs, J. A. (1996). Sustained inquiry in education: Lessons from skill grouping and class size. Harvard Educational Review, 66, 797-842.
    • (1996) Harvard Educational Review , vol.66 , pp. 797-842
    • Mosteller, F.1    Light, R.J.2    Sachs, J.A.3
  • 21
    • 0031493932 scopus 로고    scopus 로고
    • What makes schools effective: A comparison of the relationships of communitarian climate and academic climate mathematics achievement and attendance during middle school
    • Phillips, M. (1997). What makes schools effective: A comparison of the relationships of communitarian climate and academic climate mathematics achievement and attendance during middle school. American Educational Research Journal, 34 (4), 633-662.
    • (1997) American Educational Research Journal , vol.34 , Issue.4 , pp. 633-662
    • Phillips, M.1
  • 22
    • 84965400680 scopus 로고
    • The counternull value of an effect size: A new statistic
    • Rosenthal, R., & Rubin, D. B. (1994). The counternull value of an effect size: A new statistic. Psychological Science, 5, 329-334.
    • (1994) Psychological Science , vol.5 , pp. 329-334
    • Rosenthal, R.1    Rubin, D.B.2
  • 24
    • 0009130899 scopus 로고    scopus 로고
    • Time and alignment: Potent tools for improving achievement
    • J. P. Comer, N. M. Haynes, F. T. Joyner, & M. Ben-Avie (Eds.), New York: Teachers College Press
    • Squires, D. A., & Joyner, E. T. (1996). Time and alignment: Potent tools for improving achievement. In J. P. Comer, N. M. Haynes, F. T. Joyner, & M. Ben-Avie (Eds.), Rallying the whole village: The Comer process for reforming education (pp. 98-122). New York: Teachers College Press.
    • (1996) Rallying the Whole Village: The Comer Process for Reforming Education , pp. 98-122
    • Squires, D.A.1    Joyner, E.T.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.