Building knowledge and fashioning success one school at a time

Reading Teacher

Volumn 57, Issue 6, 2004, Pages 534-542

  Lipson, Marjorie Y ^a   Mosenthal, James H ^a   Mekkelsen, Jane ^a   Russ, Barbara ^a  

^a UNIVERSITY OF VERMONT   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 12944255731     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.57.6.3     Document Type: Review

References (27)

1. Allington, R.C. (2001). What really matters for struggling readers: Designing research-based programs. New York: Addison-Wesley.
2. Brookover, W., & Lezotte, L. (1979). Changes in school characteristics coincident with changes in student achievement: Schools can make a difference. New York: Praeger.
3. Coalition for Evidence-Based Education Policy. (2002). Bringing evidence-driven progress to education: A recommended strategy for the U.S. Department of Education. Washington, DC: Council for Excellence in Government.
4. Duffy, G.G. (2002, November). Spitting into the wind: Arguing for mindful teachers in the face of a trend to minimize teacher development. Washington, DC: Conference on Improving Reading Achievement through Professional Development.
5. Edmonds, R.R. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), 15-23.
6. Everitt, B.S. (1993). Cluster analysis (3rd ed.). London: Edward Arnold.
7. Fullan, M. (1997). The complexity of the change process. In M. Fullan (Ed.), The challenge of school change (pp. 33-56). Arlington Heights, IL: Skylight.
8. Huffman, J.V. (1991). Teacher and school effects in learning to read. In R. Barr, M.L. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 911-950). New York: Longman.
9. Hoffman, J.V., & Rutherford, W.L. (1984). Effective reading programs: A critical review of outlier studies. Reading Research Quarterly, 20, 79-92.
10. Knapp, M.S., & Associates. (1995). Teaching for meaning in high-poverty classrooms. New York: Teachers College Press.
11. Learning First Alliance. (2000). Every child reading: A professional development guide. Washington, DC: Association for Supervision and Curriculum Development.
12. Lipson, M.Y., & Mosenthal, J.H. (2002, December). Building knowledge and fashioning success one school at a time. Paper presented at the annual meeting of the National Reading Conference, Miami, FL.
13. Lipson, M., &. Mosenthal, J.H. (2003). The nature of success: How definitions of effectiveness may influence results. Manuscript in preparation.
14. Lipson, M.Y., Mosenthal, J.H., & Mekkelsen, J. (1999). The nature of comprehension among grade 2 children: Variability in retellings as a function of development, text, and task. In T. Shanahan & F.V. Rodriguez-Brown (Eds.), Forty-eighth yearbook of the National Reading Conference (pp. 104-119). Chicago: National Reading Conference.
15. McLaughlin, M.W., Talbert, J., & Powell, J. (1990). Constructing a personalized school environment. Phi Delta Kappan, 72, 230-235.
16. Mosenthal, J., Lipson, M., Mekkelsen, J., Russ, B., & Sortino, S. (2001). Elementary schools where children succeed in literacy. Providence, RI: Northeast & Islands Regional Educational Laboratory at Brown University.
17. Mosenthal, J., Lipson, M., Sortino, S., Russ, B., & Mekkelsen, J. (2002). Literacy in rural Vermont: Lessons from schools where children succeed. In B. Taylor & P.D. Pearson (Eds.), Teaching reading: Effective schools and accomplished teachers (pp. 115-140). Mahwah, NJ: Erlbaum.
18. Mosenthal, J.H., Lipson, M.Y., Sortino, S., Russ, B., & Mekkelsen, J. (in press). The local dynamic: Schools that are successful in literacy. Elementary School Journal.
19. Newmann, P.M., & Associates (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.
20. Pressley, M., Allington, R., Wharton-McDonald, R., Block, C.C., & Morrow, L. (2001). Learning to read: Lessons from exemplary first grades. New York: Guilford.
21. Purkey, S.C., & Smith, M.S. (1983). Effective schools: A review. Elementary School Journal, 83, 427-452.
22. Snow, C.E., Barnes, W.S., Chandler, J., Goodman, I.R., & Hemphill, L. (1991). Unfulfilled expectations: Home and school influences on literacy. Cambridge, MA: Harvard University Press
23. Stringfield, S., Millsap, M.A., & Herman, R. (1997). Urban and suburban/rural special strategies for educating disadvantaged children: Findings and policy implementations of a longitudinal study. Washington, DC: U.S. Department of Education.
24. Taylor, B.M., Pearson, P.D., Clark, K.F., & Walpole, S. (2000). Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools. Elementary School Journal, 101, 121-165.
25. Taylor, B.M., Peterson, D.S., Pearson, P.D., & Rodriguez, M.C. (2002). Looking inside classrooms: Reflecting on the "how" as well as the "what" in effective reading instruction. The Reading Teacher, 56, 270-279.
26. Teddlie, C., & Stringfield, S. (1993). Schools make a difference: Lessons learned from a 10-year study of school effects. New York: Teachers College Press.
27. Weber, G. (1971). Inner city children can be taught to read: Four successful schools (BE Occasional Paper No. 18). Washington, DC: Council for Basic Education.