-
2
-
-
67649311799
-
Drinking from the fountain of knowledge: Student incentive to study and learn - externalities, information problems and peer pressure
-
E. A. Hanushek & F. Welch Eds, Amsterdam: Elsevier
-
Bishop, J. (2006). Drinking from the fountain of knowledge: Student incentive to study and learn - externalities, information problems and peer pressure. In E. A. Hanushek & F. Welch (Eds.), Handbook of the economics of education, Volume 2 (pp. 909-944). Amsterdam: Elsevier.
-
(2006)
Handbook of the economics of education
, vol.2
, pp. 909-944
-
-
Bishop, J.1
-
4
-
-
0003198166
-
Mastery learning
-
J. H. Block Ed, New York: Holt, Rinehart & Winston
-
Bloom, B. (1971). Mastery learning. In J. H. Block (Ed.), Mastery learning: Theory and practice (pp. 47-63). New York: Holt, Rinehart & Winston.
-
(1971)
Mastery learning: Theory and practice
, pp. 47-63
-
-
Bloom, B.1
-
5
-
-
0038446689
-
Does external accountability affect student outcomes? A cross-state analysis
-
Carnoy, M., & Loeb, S. (2003). Does external accountability affect student outcomes? A cross-state analysis. Educational Evaluation and Policy Analysis, 24, 305-332.
-
(2003)
Educational Evaluation and Policy Analysis
, vol.24
, pp. 305-332
-
-
Carnoy, M.1
Loeb, S.2
-
8
-
-
16244397388
-
Does school accountability lead to improved student performance?
-
Hanushek, E., & Raymond, M. (2005). Does school accountability lead to improved student performance? Journal of Policy Analysis and Management, 24, 297-327.
-
(2005)
Journal of Policy Analysis and Management
, vol.24
, pp. 297-327
-
-
Hanushek, E.1
Raymond, M.2
-
9
-
-
74049116977
-
-
D. Ravitch (Ed, Brookings Papers on Education Policy 2005 pp, Washington, DC: Brookings Institution Press
-
Loveless, T. (2005). Test-based accountability: the promise and the perils. In D. Ravitch (Ed.), Brookings Papers on Education Policy 2005 (pp. 7-45). Washington, DC: Brookings Institution Press.
-
(2005)
Test-based accountability: The promise and the perils
, pp. 7-45
-
-
Loveless, T.1
-
10
-
-
0010599906
-
How well are American students learning?
-
Washington, DC: Brookings Institution Press
-
Loveless, T. (2006). How well are American students learning? The 2006 Brown Center Report on American Education. Washington, DC: Brookings Institution Press.
-
(2006)
The 2006 Brown Center Report on American Education
-
-
Loveless, T.1
-
11
-
-
85036959988
-
-
Lyon, G. R., et al. (2001). Rethinking learning disabilities. In C. E. Finn, Jr., A. J. Rotherham, & C. R. Hokanson, Jr. (Eds.), Rethinking special education for a new century (pp. 259-287). Washington, DC: Thomas B. Fordham Foundation and the Progressive Policy Institute.
-
Lyon, G. R., et al. (2001). Rethinking learning disabilities. In C. E. Finn, Jr., A. J. Rotherham, & C. R. Hokanson, Jr. (Eds.), Rethinking special education for a new century (pp. 259-287). Washington, DC: Thomas B. Fordham Foundation and the Progressive Policy Institute.
-
-
-
-
12
-
-
37049003157
-
Let's teach to the test
-
February 20
-
Mathews, J. (2006a, February 20). Let's teach to the test. The Washington Post, p. A21.
-
(2006)
The Washington Post
-
-
Mathews, J.1
-
13
-
-
37049032214
-
For math students, self-esteem might not equal high scores
-
October 18
-
Mathews, J. (2006b, October 18). For math students, self-esteem might not equal high scores. The Washington Post, p. A2.
-
(2006)
The Washington Post
-
-
Mathews, J.1
-
16
-
-
85036976221
-
The case for curriculum-based, external examinations that have significant consequences for students
-
in press
-
Peterson, P. E. (in press). The case for curriculum-based, external examinations that have significant consequences for students. Peabody Journal of Education.
-
Peabody Journal of Education
-
-
Peterson, P.E.1
-
17
-
-
33644745114
-
Test-enhanced learning: Taking memory tests improves long-term retention
-
Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 181-210.
-
(2006)
Psychological Science
, vol.17
, pp. 181-210
-
-
Roediger III, H.L.1
Karpicke, J.D.2
-
18
-
-
0002288111
-
The methodology of evaluation
-
R. Stake Ed, Chicago: Rand McNally
-
Scriven, M. (1967). The methodology of evaluation. In R. Stake (Ed.), Perspectives of curriculum evaluation (pp. 39-83). Chicago: Rand McNally.
-
(1967)
Perspectives of curriculum evaluation
, pp. 39-83
-
-
Scriven, M.1
-
19
-
-
37049035808
-
Sisyphean tasks
-
Wolf, P. J. (2003). Sisyphean tasks. Education Next, 3, 24-31.
-
(2003)
Education Next
, vol.3
, pp. 24-31
-
-
Wolf, P.J.1
-
20
-
-
85036964185
-
-
Wolf, P. J. (2004). Special education in San Diego. In F. M. Hess (Ed.), Urban school reform: Lessons from San Diego (pp. 283-298). Cambridge, MA: Harvard Education Press.
-
Wolf, P. J. (2004). Special education in San Diego. In F. M. Hess (Ed.), Urban school reform: Lessons from San Diego (pp. 283-298). Cambridge, MA: Harvard Education Press.
-
-
-
-
21
-
-
0004211863
-
School choice in Washington, D.C.: An evaluation after one year
-
February, PEPG/00-08, Cambridge, MA: Harvard University
-
Wolf, P. J., Howell, W. G, & Peterson, P. E. (2000, February). School choice in Washington, D.C.: An evaluation after one year (Report of the Program on Education Policy and Governance, PEPG/00-08). Cambridge, MA: Harvard University.
-
(2000)
Report of the Program on Education Policy and Governance
-
-
Wolf, P.J.1
Howell, W.G.2
Peterson, P.E.3
-
22
-
-
33645506988
-
Results of a school voucher experiment: The case of Washington, D.C. after two years
-
August, PEPG/01-05, Cambridge, MA: Harvard University
-
Wolf, P. J., Peterson, P. E., & West, M. R. (2001, August). Results of a school voucher experiment: The case of Washington, D.C. after two years (Report of the Program on Education Policy and Governance, PEPG/01-05). Cambridge, MA: Harvard University.
-
(2001)
Report of the Program on Education Policy and Governance
-
-
Wolf, P.J.1
Peterson, P.E.2
West, M.R.3
|