Classroom diversification: A strategic view of educational productivity

Review of Educational Research

Volumn 77, Issue 1, 2007, Pages 28-80

  López, Omar S ^a  

^a Corporation for Public School Education K16 ^*  (United States)

Author keywords

Classroom diversification; Production function; Student diversity; Teacher capacity; Technological fit

Indexed keywords

EID: 33947385447     PISSN: 00346543     EISSN: None     Source Type: Journal    
DOI: 10.3102/003465430298571     Document Type: Review

References (117)

1. Anderson, B. V., & Gipe, J. P. (1983). Creativity as a mediating variable in inferential reading comprehension. Reading Psychology, 4(3-4), 313-325.
2. Antoniou, A. (1988). A measure of the effect of diversification, through external growth, on industrial concentration: Some illustrations. Antitrust Bulletin, 33(1), 161-183.
3. Arends, R., Clemson, S., & Henkelman, J. (1992). Tapping nontraditional sources of minority teaching talent. In M. Dilworth (Ed.), Diversity in teacher education: New expectations (pp. 160-180). San Francisco: Jossey-Bass.
4. Audette, R., Algozzine, R., & Warden, M. (1993). Mobility and school achievement. Psychological Reports, 72(2), 701-702.
5. Baker, L., & Brown A. L. (1984). Metacognition skills and reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 353-394). White Plains, NY: Longman.
6. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.
7. Ballard, J., Ramirez, B., & Zantal-Wiener, K. (1987). P.L. 94-142, section 504, and P.L. 99-457: Understanding what they are and are not. Reston, VA: Council for Exceptional Children.
8. Barnitz, J. G. (1986). Toward understanding the effects of cross-cultural schemata and discourse structure on second language reading comprehension. Journal of Reading Behavior, 18(2), 95-113.
9. Biddle, B. J. (1997). Foolishness, dangerous nonsense, and real correlates of state differences in achievement. Phi Delta Kappan, 79(1), 8-13.
10. Blakey, E., & Spence, S. (1990). Thinking for the future. Emergency Librarian, 77(5), 11-14.
11. Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473-498.
12. Bowman, B. T. (1989). Educating language-minority children: Challenges and opportunities. Phi Delta Kappan, 77(2), 118-120.
13. Bransford, J. (1985). Schema activation and schema acquisition. In H. Singer & R. B. Ruddell (Eds.), Theoretical models and processes of reading (pp. 385-397). Newark, DE: International Reading Association.
14. Brophy, J. E., & Evertson, C. M. (1981). Student characteristics and teaching. New York: Longman.
15. Brophy, J. E., & Good, T. L. (1986). Teacher behavior and student achievement. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan.
16. Brown, A. L., Campione, J. C., & Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational Researcher, 10(2), 14-21.
17. Brown, B. W., & Saks, D. H. (1980). Production technologies and resource allocations within classrooms and schools: Theory and measurement. In R. Dreeben & J. A. Thomas (Eds.), The analysis of educational productivity, Vol. 1: Issues in microanalysis (pp. 53-117). Cambridge, MA: Ballinger.
18. Butler, D., & Winne, P. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281.
19. Carter, K., Cushing, K., Sabers, D., Stein, R., & Berliner, D. C. (1988). Expert-novice differences in perceiving and processing visual classroom information. Journal of Teacher Education, 39(3), 25-31.
20. Carter, K., Sabers, D., Cushing, K., Pinnegar, S., & Berliner, D. C. (1987). Processing and using information about students: A study of expert, novice, and postulant teachers. Teaching and Teacher Education, 3, 147-157.
21. Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2000). Resources, instruction, and research (CTP Working Paper No. 2-00-2). Seattle: University of Washington, Center for the Study of Teaching and Policy.
22. Copeland, W. D. (1987). Classroom management and student teachers' cognitive abilities: A relationship. American Educational Research Journal, 24(2), 219-236.
23. Cyert, R. M., & Hedrick, C. L. (1972). Theory of the firm: Past, present, and future; an interpretation. Journal of Economic Literature, 10, 389-412.
24. Darling-Hammond, L. (2000).Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1). Available at http://epaa.asu.edu/epaa/v8nl/
25. Darling-Hammond, L., Berry, B. T., Haselkorn, D., & Fideler, E. (1999). Teacher recruitment, selection, and induction: Policy influences on the supply and quality of teachers. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 183-232). San Francisco: Jossey-Bass.
26. Darling-Hammond, L., & McLaughlin, M. W. (1999). Investing in teaching as a learning profession. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 376-411). San Francisco: Jossey-Bass.
27. Datta, D. K., Rajagopalan, N., & Rasheed, A.M.A. (1991). Diversification and performance: Critical review and future directions. Journal of Management Studies, 28(5), 529-558.
28. Dewey, J., Husted, T. A., & Kenny, L. W. (2000). The ineffectiveness of school inputs: a product of misspecification? Economics of Education Review, 79(1), 27-45.
29. Diamond, K. E., Hestenes, L. L., & O'Connor, C. E. (1994). Integrating young children with disabilities in preschool: Problems and promise. Young Children, 49(2), 68-75.
30. Dirkes, M. A. (1985). Meta-cognition: Students in charge of their thinking. Roeper Review, 8(2), 96-100.
31. Duncombe, W., Ruggiero, J., & Yinger, J. (1996). Alternative approaches to measuring the cost of education. In H. F. Ladd (Ed.), Holding schools accountable: Performance-based reform in education (pp. 327-356). Washington, DC: Brookings Institution.
32. Ehrenberg, R. G., & Smith, R. S. (1991). Modern labor economics: Theory and public policy. New York: HarperCollins.
33. Ferguson, R. F., & Ladd, H. F. (1996). How and why money matters: An analysis of Alabama schools. In H. F. Ladd (Ed.), Holding schools accountable: Performance-based reform in education (pp. 265-298). Washington, DC: Brookings Institution.
34. Figlio, D. N. (1999). Functional form and the estimated effects of school resources. Economics of Education Review, 18(2), 241-252.
35. Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The "why's" of class size: Student behavior in small classes. Review of Educational Research, 73(3), 321-368.
36. Fortune, J. C. (1993). Why production function analysis is irrelevant in policy deliberations concerning educational funding equity. Education Policy Analysis Archives, 1(11). Available at http://epaa.asu.edu/epaa/v1n11.html
37. Gersten, R., Williams, J., Fuchs, L., & Baker, S. (1998). Improving reading comprehension for children with learning disabilities (Final Report: Section 1, U.S. Department of Education Contract HS 921700). Washington, DC: U.S. Department of Education.
38. Grossman, H., & Grossman, S. H. (1994). Gender issues in education. Boston: Allyn & Bacon.
39. Hadderman, M. (1987). Critical presentation skills: Research to practice (ERIC Digest #449). Reston, VA: Council for Exceptional Children, ERIC Clearinghouse on Handicapped and Gifted Children. (ERIC Document Reproduction Service No. ED 291 205)
40. Hanushek, E. A. (1981). Throwing money at schools. Journal of Policy Analysis Management, 1(1), 19-41.
41. Hanushek, E. A. (1986). The economics of schooling: Production and efficiency in public schools. Journal of Economic Literature, 24(3), 1141-1177.
42. Hanushek, E. A. (1989). The impact of differential expenditures on school performance. Educational Researcher, 18(4), 45-51.
43. Hanushek, E. A. (1991). When school finance "reform" may not be good policy. Harvard Journal of Legislation, 28(2), 423-456.
44. Hanushek, E. A. (1994). Money might matter somewhere: A response to Hedges, Laine, and Greenwald. Educational Researcher, 23(4), 5-8.
45. Hanushek, E. A. (1997). Assessing the effects of school resources on student performance: An update. Educational Evaluation and Policy Analysis, 19(2), 141-164.
46. Hanushek, E. A. (2003). The failure of input-based schooling policies. Economic Journal, 113, F64-F98.
47. Hartman, W. T., Bolton, D. G., & Monk, D. H. (2001). A synthesis of two approaches to school-level financial data: The accounting and resource cost model approaches. In W. J. Fowler Jr. (Ed.), Selected papers in school finance, 2000-01 (NCES 2001-378, pp. 81-119). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
48. Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127-151). San Francisco: Jossey-Bass.
49. Hedges, L. V., Laine, R. D., & Greenwald, R. (1994). Does money matter? A meta-analysis of studies of the effects of differential school inputs on student outcomes. Educational Researcher, 23(3), 5-14.
50. Hirshleifer, J. (1980). Price theory and applications. Englewood Cliffs, NJ: Prentice Hall.
51. Hoskisson, R. O., Hitt, M. A., Johnson, R. A., & Moesel, D. D. (1993). Construct validity of an objective (entropy) categorical measure of diversification strategy. Strategic Management Journal, 14(3), 215-235.
52. Hoskisson, R. O., & Johnson, R. A. (1992). Corporate restructuring and strategic change: The effect on diversification strategy and R&D intensity. Strategic Management Journal, 73(8), 625-634.
53. Hoxby, C. M. (2000). The effects of class size and composition on student achievement: New evidence from natural population variation. Quarterly Journal of Economics, 115(4), 1239-1285.
54. Huang, G. C. (2000). Mathematics achievement by immigrant children: A comparison of five English-speaking countries. Education Policy Analysis Archives, 8(25). Available at http://epaa.asu.edu/epaa/v8n25/
55. Hudelson, S. (1987). The role of native language literacy in the education of language minority children. Language Arts, 64(8), 827-841.
56. Interstate New Teacher Assessment and Support Consortium. (1992). Model standards for beginning teacher licensing and development. Washington, DC: Council of Chief State School Officers.
57. Isaacs, J. B., Garet, M. S., Sherman, J. D., Cullen, A., & Phelps, R. (1999). Collection of resource and expenditure data on the schools and staffing survey (Working Paper 1999-07). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
58. Jacquemin, A. P., & Berry, C. H. (1979). Entropy measure of diversification and corporate growth. Journal of Industrial Economics, 27(4), 359-369.
59. Johnson, D. W., Johnson, R. T., Johnson, E. H., & Roy, P. (1984). Circles of learning: cooperation in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
60. Kirshner, D., & Whitson, J. (Eds.). (1997). Situated cognition: Social, semiotic, and psychological perspectives. Mahwah, NJ: Lawrence Erlbaum.
61. Kolodner, J. (1983). Towards an understanding of the role of experience in the evolution from novice to expert. International Journal of Man-Machine Studies, 19, 497-518.
62. Ladson-Billings, G. (1999). Preparing teachers for diversity. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 86-123). San Francisco: Jossey-Bass.
63. Lamdin, D. (1996). Evidence of student attendance as an independent variable in education production functions. Journal of Educational Research, 89(3), 155-162.
64. Lazear, E. P. (1999). Educational production (National Bureau of Economic Research Working Paper No. 7349). Available at http://faculty-gsb. stanford.edu/lazear/Personal/downloads.htm
65. Levin, H. M. (1980). Educational production theory and teacher inputs. In C. E. Bidwell & D. M. Windham (Eds.), The analysis of educational productivity, Vol. II: Issues in macroanalysis (pp. 203-231). Cambridge, MA: Ballinger.
66. Little, J. W. (1999). Organizing schools for teacher learning. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 233-262). San Francisco: Jossey-Bass.
67. Livingston, C., & Borko, H. (1990). High school mathematics review lessons: Expert novice distinctions. Journal of Research in Mathematics Education, 21, 372-387.
68. Ludwig, J. (2001). Problems in the estimation of school effects: Insights from improved models. In D. Monk & H. J. Walberg (Eds.), Improving educational productivity (pp. 209-230). Greenwich, CT: Information Age Publishing.
69. McClellan, E. (1985). Defining giftedness. Reston, VA: ERIC Clearinghouse on Handicapped and Gifted Children. (ERIC Document Reproduction Service No. ED 262 519)
70. Miller, M. H., & Upton, C. W. (1986). The neoclassical model of economic growth. In M. H. Miller & C. W. Upton, Macroeconomics: A neoclassical introduction (pp. 19-47). Chicago: University of Chicago Press.
71. Monk, D. H. (1992). Educational productivity research: An update and assessment of its role in education finance reform. Educational Evaluation and Policy Analysis, 14(4), 307-332.
72. Monk, D. H., & Rice, J. K. (1998). The distribution of mathematics and science teachers across and within secondary schools. Educational Policy, 11(4), 489-498.
73. Monk, D. H., & Rice, J. K. (1999). Modern education productivity research: Emerging implications for the financing of education. In W. J. Fowler, Jr. (Ed.), Selected papers in school finance, 1997-99 (NCES 1999-334, pp. 115-139). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
74. Mosteller, F. (1995). The Tennessee study of class size in the early school grades. Future of Children, 5(2), 113-127.
75. Natriello, G., McDill, E. L., & Pallas, A. M. (1990). Schooling disadvantaged children: Racing against catastrophe. New York: Teachers College Press.
76. Nayyar, P. R. (1992). On the measurement of corporate diversification strategy: Evidence from large U.S. service firms. Strategic Management Journal, 13(3), 219-235.
77. Nelson, K. R. (1988). Thinking processes, management routines and student perceptions of expert and novice physical education teachers. Unpublished doctoral dissertation, Louisiana State University.
78. Nelson, R. R. (1991). Why do firms differ, and how does it matter? Strategic Management Journal, 12(1), 61-74.
79. Nickols, F. (2000). The knowledge in knowledge management. In J. W. Cortada & J. A. Woods (Eds.), The knowledge management yearbook, 2000-2001 (pp. 12-21). Boston: Butterworth-Heinemann.
80. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
81. Norris, S., & Phillips, L. (1987). Explanations of reading comprehension: Schema theory and critical thinking theory. Teachers College Record, 89(2), 281-306.
82. Olsen, B., & Kirtman, L. (2002). Teacher as mediator of reform: An examination of teacher practice in 36 California restructuring schools. Teachers College Record, 104(2), 301-324.
83. Osborne, J. W. (2000). Advantages of hierarchical linear modeling. Practical Assessment, Research & Evaluation, 7(1). Available at http://ericae.net/pare/getvn .asp?v=7&n=1
84. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
85. Palepu, K. (1985). Diversification strategy, profit performance and the entropy measure. Strategic Management Journal, 6(3), 239-255.
86. Panzar, J. C., & Willig, R. D. (1981). Economies of scope. American Economic Review, 71(2), 268-272.
87. Penrose, E. (1959). The theory of the growth of the firm. New York: John Wiley.
88. Peterson, P. L., & Comeaux, M. A. (1987). Teachers' schemata for classroom events: The mental scaffolding of teachers' thinking during classroom instruction. Teaching and Teacher Education, 3(4), 319-333.
89. Pitts, R. A., & Hopkins, D. H. (1982). Firm diversity: conceptualization and measurement. Academy of Management Review, 7(4), 620-629.
90. Plecki, M. L. (2000). Economic perspectives on investments in teacher quality: Lessons learned from research on productivity and human resource development. Education Policy Analysis Archives, 8(33). Available at http://epaa.asu.edu/epaa/v8n33/
91. Pritchett, L., & Filmer, D. (1999). What education production function really show: A positive theory of education expenditures. Economics of Education Review, 18(2), 223-239.
92. Rasmussen, L. (1988). Migrant students at the secondary level: Issues and opportunities for change. Las Cruces, NM: ERIC Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. ED 296 814)
93. Reid, J. (1990, April). Education and rural development: A review of recent evidence. Paper presented at the annual meeting of the American Educational Research Association, Boston.
94. Reschovsky, A., & Imazeki, J. (1998). The development of school finance formulas to guarantee the provision of adequate education to low-income students. In W. J. Fowler Jr. (Ed.), Developments in school finance (NCES 98-212, pp. 121-148). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
95. Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458.
96. Rothstein, R. (2000). Introduction. In A. B. Kgrueger & E. A. Hanushek (Eds.), The class size policy debate (EPI Working Paper No. 121). Washington, DC: Economic Policy Institute.
97. Rumelt, R. P. (1974). Strategy, structure, and economic performance. Boston: Harvard University Press.
98. Sabers, D. S., Cushing, K. S., & Berliner, D. C. (2002). Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy. Available at http://courses.ed.asu.edu/ berliner/readings/differences.htm
99. Sanders, W. L., & Horn, S. P. (1998). Research findings from the Tennessee Value-Added Assessment System (TVAAS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12(3), 247-256.
100. Saracho, O., & Spodek, B. (1995). Preparing teachers for early childhood programs of linguistic and cultural diversity. In E. Garcia & B. McLaughlin (Eds.), Meeting the challenge of linguistic and cultural diversity in early childhood education (pp. 154-169). New York: Teachers College Press.
101. Sen, A. (2002). Rationality and freedom. Cambridge, MA: Harvard University Press.
102. Sirvis, B. (1988). Physical disabilities. In E. Meyen & T. Skrtic (Eds.), Exceptional children and youth: An introduction (3rd ed., pp. 387-411). Denver, CO: Love Publishing.
103. Slavin, R. E. (1986). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Baltimore: Center for Research on Elementary and Middle Schools.
104. Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning: A reconciliation. Child Development, 58(5), 1161-1167.
105. Snow-Renner, R., & Torrence, M. (2002). ESEA's implications for state data systems (ECS Publication No. GP-02-03). Denver, CO: Education Commission for the States. Available at http://www.ecs.org/clearinghouse/34/61/ 3461.pdf
106. Southern Regional Education Board. (1998). Getting results: A fresh look at school accountability. Atlanta, GA: Author.
107. Stein, D. (1998). Situated learning in adult education (ERIC Digest #195). Columbus, OH: ERIC Clearinghouse on Adult Career and Vocational Education. (ERIC Document Reproduction Service No. ED 418 250)
108. Stewart, O., & Tei, E. (1983). Some implications of metacognition for reading instruction. Journal of Reading, 27(1), 36-43.
109. Teece, D. (1980). Economies of scope and scope of the enterprise. Journal of Economic Behavior and Organization, 1(3), 233-247.
110. Thompson, A. A. (1981). Economics of the firm: Theory and practice (3rd ed.). Englewood Cliffs, NJ: Prentice Hall
111. Tomlinson, C. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
112. Wallat, C., & Steele, C. (1999). Facing the consequences: Identifying the limitations of how we categorize people in research and policy. Education Policy Analysis Archives, 7(21). Available at http://epaa.asu.edu/epaa/v7n21/
113. Wang, J. (1998). Opportunity to learn: The impact and policy implications. Educational Evaluation and Policy Analysis, 20(3), 137-156.
114. Ware, C. (1990). Integrating students with severe disabilities (ERIC Digest #E468). Reston, VA: Council for Exceptional Children, ERIC Clearinghouse on Handicapped and Gifted Children. (ERIC Document Reproduction Service No. ED 321 501)
115. Wessels, W. J. (2000). Cost and output. In Economics - Barron's business review series (3rd ed., pp. 325-341). Hauppauge, NY: Barron's.
116. Windham, D. M., & Chapman, D. W. (1990). The evaluation of educational efficiency: Constraints, issues, and policies. In W. J. Walberg (Ed.), Advances in educational productivity (Vol. 1, pp. 59-106). Greenwich, CT: JAI.
117. Wolverton, L. (1988). Teaching the abused migrant child: What's a teacher to do? Las Cruces, NM: ERIC Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. ED 293 680)