| Elementary teachers’ reports of their goals and instructional practices in six school subjects | Peterson, P. L., Putnam, R. T., Vredevoogd, J. & Reineke, J. | March 1993 |
| Getting started: A set of discussion and teaching materials for teachers and teacher educators | Roth, K. J. | March 1993 |
| Commonalities and differences in views about ideal and actual curriculum in six subject matter domains | Prawat, R. S. | March 1993 |
| Good teachers making the best of it: Case studies of elementary art and music teaching | May, W. T. | March 1993 |
| A summary of the findings in art and music: Research traditions and implications for teacher education | May, W. T. | March 1993 |
| Understanding learners’ understandings | Knapp, N. F. & Peterson, P. L. | March 1993 |
| What does it mean to understand science?: Changing perspectives from a teacher and her students | Roth, K. J. | March 1993 |
| Art experts’ views of an ideal curriculum | May, W. T. | March 1993 |
| Similarities and contrasts between writing during a writers’ workshop and writing in science: Examining the teacher’s role | Rosaen, C. L. & Roth, K. J. | March 1993 |
| Constructing teaching and research practice in elementary school mathematics | Brophy, J. E. & Peterson, P. L. | March 1993 |
| Teaching and learning mathematics for understanding in a fifth-grade classroom | Putnam, R. T. & Reineke, J. W. | March 1993 |
| Powerful social studies: Concepts that count | Hasbach, C., Roth, K. J., Hoekwater, E. & Rosaen, C. L. | March 1993 |
| Exemplary elementary teachers’ beliefs about social studies curriculum and instruction | Brophy, J. & VanSledright, B. A. | February 1993 |
| Making art at a glance: A critique of Discover Art | May, W. T. | February 1993 |
| Making connections: Talking and learning in a fourth-grade class | Reineke, J. W. | February 1993 |
| “One of us is not as powerful as all of us”: Building a community for teaching and learning mathematics | Ricks, J. J. & Collar, C. L. | February 1993 |
| Many voices: Learning to teach social studies | Roth, K. J, Ligett, C., Derksen, J., Hasbach, C., Hoekwater, E., Masters, J. & Woodhams, P. | February 1993 |
| Creating a writing community: Revising collaborative goals, roles, and actions | Rosaen, C. L. & Hazelwood C. | February 1993 |
| Entryways into science and science teaching: Teacher and researcher development in a professional development school | Roth, K. J., Hasbach, C., Hazelwood, C., Hoekwater, E., Ligett, C., Lindquist, B., Peasley, K. & Rosaen, C. L. | February 1993 |
| Fifth-graders’ ideas about the American Revolution expressed before and after studying it within a U.S. history course | Brophy, J., VanSledright, B. A. & Bredin, N. | February 1993 |
| The smile, the journey, and the quilt: A story of collaborative teaching and learning in social studies | Hasbach, C. & Hoekwater, E. | February 1993 |
| The study of literature in a fifth-grade classroom: One teacher’s perspective | Quirk, B. A. & Cianciolo, P. J. | January 1993 |
| Learning to attend to students’ mathematcal thinking: Case study of a collaboration | Putnam, R. T. & Reineke, J. W. | January 1993 |
| What in the world is music in World of Music? A critique of a commonly used textbook series | May, W. T. | January 1993 |
| Teaching and learning critical aesthetic response to literature: An instructional improvement study in grades K-5 | Cianciolo, P. J. & Quirk, B. A. | January 1993 |
| Understanding one writer’s growth: Case study materials | Rosaen, C. L. & Lindquist, B. | January 1993 |
| Fifth-graders’ ideas about the Westward expansion of the United States prior to the Civil War, expressed before and after studying the topic within a U.S. history course | Brophy, J., VanSledright, B. A. & Bredin, N. | December 1992 |
| Fifth-graders’ ideas about the English colonies in America expressed before and after studying them within a U.S. history course | Brophy, J., VanSledright, B. A. & Bredin, N. | December 1992 |
| Integration for the student perspective: Constructing meaning in science | Roth, K. J, Peasley, K, & Hazelwood, C. | December 1992 |
| Teaching about the American Revolution: The case of Sara Atkinson | VanSledright, B. A. | December 1992 |
| Teaching about the American Revolution: The case of Ramona Palmer | VanSledright, B. A. | December 1992 |
| Fifth-graders’ ideas about European exploration of the new world expressed before and after studying this topic within a U.S. history course | Brophy, J., VanSledright, B. A. & Bredin, N. | November 1992 |
| Fifth-graders’ ideas about Native Americans expressed before and after studying them within a U.S. history course | VanSledright, B. A., Brophy, J. & Bredin, N. | November 1992 |
| The potential of written instructional materials to improve instructional practice | Rosaen, C. L. | November 1992 |
| Stories of the American Revolution period: Comparisons of two fifth-grade teachers’ curriculum mediation practices | VanSledright, B. A. | November 1992 |
| Collaborative teaching and research: Asking “What does it mean?” | Rosaen, C. L. & Lindquist, B. | November 1992 |
| Book club discussions: A case study of five students constructing themes from literary texts | McMahon, S. I. | November 1992 |
| Moving literature-based instruction into the special education setting: A book club with nontraditional learners | Goatley, V. J. & Raphael, T. E. | November 1992 |
| Holistic literacy: Voices integrating classroom texts in social studies | Hasbach, C., Hazelwood, C., Hoekwater, E., Roth, K. J. & Michell, M. | November 1992 |
| Classroom discourse during social studies: Students’ purposes and topics of interest in peer-led discussion groups | McMahon, S. I. | October 1992 |
| Integration from the student perspective: Constructing meaning in a writers’ workshop | Rosaen, C. L., Lindquist, B., Peasley, K. & Hazelwood, C. | October 1992 |
| Why did we do all this writing and talking if you already knew the answer? The role of the learning community in constructing understanding in an elementary science class | Roth, K. J., Rosaen, C. L., Hasbach, C., Hazelwood, C., Hoekwater, E., Ligett, C. & Lindquist, B. | October 1992 |
| Gender and discourse: The unfolding “living text” of a science lesson | Hasbach, C., Hoekwater, E., Ligett, C., Lindquist, B., Peasley, K. & Rosaen, C. | October 1992 |
| Deeply rooted change: A tale of learning to teach adventurously | Wilson, S. M., Miller, C. & Yerkes, C. | October 1992 |
| The role of writing in creating a science learning community | Rosaen, C., Hasbach, C., Hazelwood, C., Peasley, K., Hoekwater, E., Ligett, C. & Lindquist, B. | August 1992 |
| Literacy curriculum-in-the-making: A case study of Billy’s learning | Rosaen, C. L. & Linquist, B. | July 1992 |
| By chart and chance and passion: Two women’s stories of learning to teach literacy in urban settings through relational knowing | Hollingsworth, S., Dybdahl, M. & Minarik, L. T. | May 1992 |
| Critical analysis of a distinctive literature curriculum | Cianciolo, P. J. & Quirk, B. | May 1992 |
| Writing-to-learn in a conceptual change science unit | Peasley, K. L., Rosaen, C. L. & Roth, K. J. | March 1992 |
| The value of ideas II: Problems versus possibilities in learning | Prawat, R. S. | March 1992 |
| Book club: Studying the written and oral texts of elementary children participating in a literature-based reading program | McMahon, S. I. | January 1992 |
| Coherence in literature-based thematic units | Rosaen, C. L. & Cantlon, D. J. | December 1991 |
| Experts’ views on the elementary mathematics curriculum: Visions of the ideal and critique of current practice | Prawat, R. S., Putnam, R. T. & Reineke, J. W. | November 1991 |
| The development of one student’s written and oral texts in different instructional contexts | McMahon, S. I. | October 1991 |
| Conceptions of problem solving in commonly used and distinctive elementary mathematics curricula | Remillard, J. | October 1991 |
| Fifth graders’ ideas about history expressed before and after their introduction to the subject | Brophy, J., VanSledright, B. A. & Bredin, N. | August 1991 |
| Reading instruction reconsidered: Literature and discussion in the reading program | Raphael, T. E., McMahon, S. I., Goatley, V. J., Bentley, J. L., Boyd, F. B., Pardo, L. S. & Woodman D. A. | September 1991 |
| Synthesizing information from multiple sources: A descriptive study of elementary students’ perceptions and performance of discourse synthesis | Raphael, T. E. & Boyd F. B. | September 1991 |
| Experts views on the elementary science curriculum: Vision of the ideal | Roth, K. J., Eichinger, D. C., McMahon, S. I., & Prawat, R. S. | September 1991 |
| Revising their thinking: Keisha Coleman and her third-grade mathematics class | Peterson, P. L. | August 1991 |
| What does CGI mean to you? Teachers’ ideas of a research-based intervention four years later | Knapp, N. F. & Peterson, P. L. | August 1991 |
| Teaching literacy through student book clubs: A first-year teacher’s experience | Raphael, T. E., Goatley, V. J., McMahon, S. I. & Woodman D. A. | August 1991 |
| Abdicating authority for knowing: A teacher’s use of an innovative mathematics curriculum | Remillard, J. | July 1991 |
| Mathematics teaching and learning: Researching in well-defined mathematical domains | Peterson, P. L. & Fennema E. | July 1991 |
| What do entering fifth graders know about American history? | Brophy, J., VanSledright, B. & Bredin, N. | June 1991 |
| Storytelling, imagination, and fanciful elaboration in children’s historical reconstructions | VanSledright, B. A & Brophy, J. | May 1991 |
| Conversations with self and conversations with settings: A framework for thinking about teacher empowerment | Prawat, R. S. | April 1991 |
| Is there an alternative? An analysis of commonly used and distinctive elementary mathematics curricula | Remillard, J. | April 1991 |
| Distinctive curriculum materials in K-6 social studies | Brophy, J. | March 1991 |
| Teaching children to respond critically/aesthetically to picture books as literature | Cianciolo, P. J. | February 1991 |
| Critical analysis of an elementary science curriculum: Bouncing around or connectedness? | Eichinger, D. C. & Roth, K. J. | February 1991 |
| The analysis of commonly used literature curriculum materials | Cianciolo, P. J. & VanCamp, M. E. | January 1991 |
| Experts define the ideal elementary literature program | Prawat, R. S. | December 1990 |
| Music experts’ views of an ideal curriculum | May, W. T. | December 1990 |
| Mary Lake: a case study of fifth-grade social studies (American history) teaching | Brophy, J. | December 1990 |
| Disciplinary views of corresponding elementary school subjects | Brophy, J. | November 1990 |
| Effects of state-level reform of elementary school mathematics curriculum on classroom practice | Cohen, D. K., Peterson, P. L., Wilson, S., Ball, D., Putnam, R., Prawat, R., Heaton, R., Remillard, J., & Wiemers, N. | September 1990 |
| Whose content, context, and culturein elementary art and music textbooks | May, W. T., Lantz, T., & Rohr, S. | October 1990 |
| Art/Music teachers’ curriculum deliberations | May, W. T. | October 1990 |
| Mastodons, maps, and Michigan: exploring uncharted territory while teaching elementary school social studies | Wilson, S. M. | August 1990 |
| Art and the elementary – school experience | Stanford, L. O. | June 1990 |
| The value of ideas: the immersion approach to the development of thinking | Prawat, R. S. | April 1990 |
| Changing schools by changing teachers’ beliefs about teaching and learning | Prawat, R. S. | April 1990 |
| A view on geography and elementary education | Pigozzi, B. W. | March 1990 |
| The de facto national curriculum in elementary social studies: critique of a representative example | Brophy, J. | March 1990 |
| California’s curriculum reform guidelines for elementary schools: 1983-1988 | Freeman, D. J. | March 1990 |
| Political scientists on civic education: a nonexistent discourse | Cherryholmes, C. H. | February 1990 |
| Experts’ views on the elementary social studies curriculum: visions of the ideal and critique of current practice (with experts’ individual statements) | Prawat, R., Brophy, J., & McMahon, S. | February 1990 |
| The interplay between state and district guidelines for curriculum reform in elementary schools | Cantlon, D., Rushcamp, S., & Freeman, D. | January 1990 |
| Conceptual understanding and higher level thinking in the elementary science curriculum: three perspectives | Roth, K. J. | December 1989 |
| Alternative perspectives on knowing mathematics in elementary schools | Putnam, R. T., Lampert, M., & Peterson, P. L. | November 1989 |
| State guidelines for reshaping academic curricula in elementary schools: a 50-state survey | Freeman, D. J. | May 1989 |
| On mathematicians in curriculum reform in elementary mathematics | Blair, D. E. | March 1989 |
| Understanding and critical thinking in elementary art and music | May, W. T. | March 1989 |
| History in the elementary school classroom | Levine, P. & Berg, P. | February 1989 |
| The study of literature as a systematic disciplinary practice | Johnsen, W. A. | January 1989 |
| Interventions to teach thinking skills: Investigating the question of transfer | Rosaen, C. | December 1988 |
| Critical thinking in the study of children’s literature in the elementary grades | Cianciolo, P. J. | December 1988 |
| Elementary general music: a discipline-based review | Erbes, R. L. | December 1988 |
| Teaching for conceptual understanding and higher order applications of social studies content | Brophy, J. | December 1988 |
| Promoting access: The role of organization and awareness factors | Prawat, R. S. | December 1988 |
| Teacher research and gender equity | Hollingsworth, S. & Miller, J. | December 1992 |
| Teachers as researchers: A review of the literature | Hollingsworth, S. | August 1992 |
| The practicality of contemplative attention: devoted thought that is not deluded | Buchmann, M. | June 1992 |
| Breaking with everyday experience for guided adventures in learning | Floden, R. E. & Buchmann, M. | May 1992 |
| Coherence, the rebel angel | Buchmann, M. & Floden, R. E. | April 1992 |
| Between routines and anarchy: Preparing teachers for uncertainty | Buchmann, M. | April 1992 |
| Figuring in the past: Thinking about teacher memories | Buchmann, M. | April 1992 |
| Reason and romance in argument and conversation | Buchmann, M. | February 1992 |
| Reconceptualizing homework as out-of-school learning opportunities | Alleman, J. & Brophy, J. | May 1991 |
| Considerations and implications when reading stories to young deaf children | Stewart, D. A., Bonkowski, N. & Bennett, D. | November 1990 |
| Choice, risk, and teacher voice: Closing the distance between public perceptions and private realities of schooling | Hollingsworth, S. & Turner Minarik, L. | July 1990 |
| Activities as instructional tools: A framework for analysis and evaluation | Brophy, J. & Alleman, J. | March 1990 |
| Beyond the lonely, choosing will: Professional development in teacher thinking | Buchmann, M. | January 1990 |
| Alternative perspectives of reading/writing connections | McCarthey, S. J. & Raphael, T. E. | November 1989 |
| Breaking from experience in teacher education: When is it necessary, how is it possible? | Buchmann, M. | August 1989 |
| Consistent linguistic input in the signing behavior of teachers: Modified signed English | Stewart, D. A., Akamatsu, C. T., Hunter, C., Lauer, F., Krugh, K. & Ng, W. | July 1989 |
| Fingerspelling within the context of simultaneous communication | Akamatsu, C. T. & Stewart, D. A. | June 1989 |
| External standards and good teaching: The pros and cons of telling teachers what to do | Porter, A. C. | December 1988 |
| A model communication and language policy for total communication programs for the hearing impaired | Stewart, D. A. | September 1988 |
| Understanding teaching: A model for assessment | Porter, A. | August 1988 |
| Matter and molecules teacher’s guide: Activity book | Berkheimer, G. D., Anderson, C. W. & Blakeslee, T. D. | August 1988 |
| Matter and molecules teacher’s guide: Science book | Berkheimer, G. D., Anderson, C. W., Lee, O. & Blakeslee, T. D. | August 1988 |
| Charlotte Bronte, Villette, and teaching | Buchmann, M. | June 1988 |
| Integrating writing and reading instruction | Raphael, T. E. & Englert, C. S. | April 1988 |
| What is cultural congruence, and why are they saying such terrible things about it? | Singer, E. A. | March 1988 |
| Practical arguments are no accounts of teacher thinking: But then, what is? | Buchmann, M. | March 1988 |
| The power cell: Teacher’s guide to respiration | Anderson, C. W., Roth, K. J., Hollon, R. & Blakeslee, T. | November 1987 |
| The power plant: Teacher’s guide to photosynthesis | Roth, K. J. & Anderson, C. W. | November 1987 |
| Cultural incongruities and inequities of schooling: Implications for practice from ethnographic research? | Zeuli, J. S. & Floden, R. E. | July 1987 |
| Research on teacher effects: Uses and abuses | Brophy, J. | July 1987 |
| Educating teachers about managing classrooms and students | Brophy, J. | July 1987 |
| Good teaching: Insights from the work of the Institute for Research on Teaching | Porter, A. C. & Brophy, J. E. | June 1987 |
| Establishing a case for writing intervention: The what and why of expository writing | Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H., Fear, K. & Gregg, S. | April 1987 |
| Asking the right questions about teacher preparation: Contributions of research on teacher thinking | Clark, C. M. | January 1987 |
| Using questioning strategies to promote students’ active comprehension of content area material | Anthony, H. M. & Raphael, T. E. | January 1987 |
| The staff development model of the teacher explanation project | Putnam, J., Roehler, L. R. & Duffy, G. R. | January 1987 |
| Speaking with everyday experience | Floden, R. E., Buchmann, M. & Schwille, J. R. | January 1987 |
| Implementation of teacher thinking research as curriculum deliberation | Zeuli, J. S. & Buchmann, M. | October 1986 |
| Teaching knowledge: The lights that teachers live by | Buchmann, M. | October 1986 |
| Conversation and narrative in collaborative research | Florio-Ruane, S. | October 1986 |
| On motivating students | Brophy, J. | October 1986 |
| The use of the zone of proximal development in everyday and school contexts: A Vygotskian critique | Zeuli, J. S. | October 1986 |
| Collaborating with teachers on research: Pioneering efforts at the Institute for Research and Teaching | Porter, A. C. | September 1986 |
| Text structure instruction within process-writing classrooms: A manual for instruction | Raphael, T. E., Kirschner, B. W. & Englert C. S. | September 1986 |
| Explaining learning: Biological and cybernetic metaphors | Floden, R. E. | July 1986 |
| The curricular and instructional conceptions undergirding the teacher explanation project | Duffy, G. G., Roehler, L. R., Meloth, M. S. & Vavrus, L. G. | July 1986 |
| Knowing, doing, and teaching multiplication | Lampert, M. | June 1986 |
| Ecology: A teaching module | Brehm, S., Anderson, C. W. & DuBay, J. | June 1986 |
| Light: A teaching module | Eaton, J., Sheldon, T. H. & Anderson, C. W. | June 1986 |
| Evolution by natural selection: A teaching module | Bishop, B. A. & Anderson, C. W. | June 1986 |
| Respiration and photosynthesis: A teaching module | Bishop, B. A., Roth, K. J. & Anderson, C. W. | June 1986 |
| Reporting and using educational research: Conviction or persuasion? | Buchmann, M. | April 1986 |
| Tasks in times: Objects of study in a natural history of teaching | Erickson, F. | February 1986 |
| Heat and temperature: A teaching module | Hollon, R. E. & Anderson, C. W. | February 1986 |
| Research on reading: But what can I do on Monday? | Raphael, T. E. | November 1985 |
| Toward a theory of student status as socially constructed | Erickson, F., Boersema, D. B., Pelissier, C. & Lazarus, B. B. | October 1985 |
| What knowledge is of most worth to teachers? Insights from studies of teacher thinking | Clark, C. M. & Lampert, M. | August 1985 |
| Teaching writing: Some perennial questions and some possible answers | Florio-Ruane, S. & Dunn, S. | July 1985 |
| How do teachers manage to teach? Perspectives on problems in practice | Lampert, M. | July 1985 |
| School effects | Good, T. L. & Brophy, J. E. | July 1985 |
| Role over person: Legitimacy and authenticity in teaching | Buchmann, M. | June 1985 |
| Using personal documents to study teacher thinking | Yinger, R. J. & Clark, C. M. | February 1985 |
| Qualitative methods in research on teaching | Erickson, F. | February 1985 |
| Improving education by talking: Argument or conversation? | Buchmann, M. | February 1985 |
| The trouble with meaningfulness | Floden, R. E. & Buchmann, M. | December 1984 |
| The role of rhetoric in changing teachers’ beliefs | Floden, R. E. | December 1984 |
| Research on teacher education | Lanier, J. E. | October 1984 |
| The future of teacher education: Two papers | Lanier, J. E. | October 1984 |
| The future of microcomputers in the classroom | Brophy, J. & Hannon, P. | September 1984 |
| The cultures of teaching | Feiman-Nemser, S. & Floden, R. E. | July 1984 |
| Research on teaching and the content of teacher education programs: An optimistic view | Clark, C. M. | June 1984 |
| Teachers’ thought processes | Clark, C. M. & Peterson, P. L. | May 1984 |
| What is irrational about knowledge utilization | Buchmann, M. | May 1984 |
| Teacher behavior and student achievement | Brophy, J. & Good, T. L. | April 1984 |
| The use of research knowledge in teacher education and teaching | Buchmann, M. | December 1983 |
| Conceptualizing student motivation | Brophy, J. | November 1983 |
| An overview of school improvement programs | Edmonds, R. R. | October 1983 |
| Instructional decision making and reading teacher effectiveness | Duffy, G. G. & Ball, D. | August 1983 |
| Learning to teach | Feiman-Nemser, S. | June 1983 |
| Research on teacher planning: An inventory of the knowledge base | Clark, C. M. | May 1983 |
| Pitfalls of experience in teacher preparation | Feiman-Nemser, S. & Buchmann, M. | April 1983 |
| The priority of knowledge and understanding in teaching | Buchmann, M. | March 1983 |
| Approaches to research on teaching: Implications for curricular theory and practice | Martin, J. M. | March 1983 |
| From turn taking to sense making: Classroom factors and improved reading achievement | Duffy, G. G. | March 1983 |
| Curriculum as transmitter of socioeconomic values: Case study of a middle-school writing project | Martin, J. M. | February 1983 |
| Education: The overcoming of experience | Buchmann, M. & Schwille, J. | December 1982 |
| What is reading? A social theory of comprehension instruction | Anang, A .J. | October 1982 |
| Principles of small-group instruction in elementary reading | Anderson, L. M., Evertson, C. M. & Brophy J. E. | August 1982 |
| A bibliography for teachers of the behaviorally disordered | Pernell, E. | July 1982 |
| Validity as a variable: Can the same certification test be valid for all students? | Schmidt, W. H., Porter, A. C., Schwille, J. R., Floden, R. E. & Freeman, D. J. | July 1982 |
| Classroom organization and management | Brophy, J. | May 1982 |
| Fostering student learning and motivation in the elementary school classroom | Brophy, J. E. | April 1982 |
| An analysis of the instruction in reading instructional research | Duffy, G. G. & Roehler, L. R. | March 1982 |
| Effective teacher training and urban school improvement | Lezotte, L. W. | October 1981 |
| Reflective journal writing: Theory and practice | Yinger, R. J. & Clark, C. M. | July 1981 |
| Time to teach: Teaching-learning processes in primary schools | Bennett, N. | July 1981 |
| The high-school curriculum: It does make a difference | Schmidt, W. H. | May 1981 |
| Teachers perceptions of dissemination of research on teaching findings | Eaker, R. E. & Huffman, J. O. | March 1981 |
| The flight away from content in teacher education and teaching | Buchmann, M. | March 1981 |
| Very special natives: The evolving role of teachers as informants in educational ethnography | Florio, S. | February 1981 |
| Teacher effectiveness research: Implications for the reading profession | Duffy, G. G. | January 1981 |
| Helping teachers use research findings: The consumer-validation process | Eaker, R. E. & Huffman, J. O. | December 1980 |
| Recent research on teaching | Brophy, J. | November 1980 |
| Teachers’ cognitive activities and overt behaviors | Brophy, J. | October 1980 |
| Research on elementary school science teaching: A study using short-term outcome measures | Anderson, C. W. & Barufaldi, J. P. | October 1980 |
| The effects of teaching styles on motor performance , self-concept, and social skill development | Goldberger, M. | October 1980 |
| Fieldwork in educational research | Erickson, F., Florio, S. & Buschman, J. | August 1980 |
| A taxonomy of psychomotor forms | Goldberger, M. | August 1980 |
| How can evaluation of staff development centers be made useful to researchers? | Lezotte, L. W. | June 1980 |
| Poor readers don’t get to read much | Allington, R. L. | January 1980 |
| Practitioners’ concepts: an inquiry into the wisdom of practice | Buchmann, M. | January 1980 |
| Effective classroom strategies for three problem behaviors: hostile-aggressive, passive-aggressive, and withdrawn failure-image | Medick, J. M. | December 1979 |
| Teacher praise: a functional analysis | Brophy, J. E. | October 1979 |
| Teacher behavior and its effects | Brophy, J. E. | September 1979 |
| Social competence at home and at school | Florio, S. & Shultz, J. | August 1979 |
| Stop and freeze: the negotiation of social and physical space in a kindergarten/first-grade classroom | Shultz, J. & Florio, S. | July 1979 |
| Five faces of research on teaching | Clark, C. M. | July 1979 |
| Teacher centers: the new marketplace for teacher educators? A resounding maybe! | Lezotte, L. W. | June 1979 |
| Patterns of sophistication and naivety: some features of anthropological approaches to the study of education | Erickson, F. | June 1979 |
| Unidimensional measurement and confirmatory factor analysis | Hunter, J. E. & Gerhing, D. H. | May 1979 |
| Research on teaching in the arts: review, analysis, critique | Shulman, L. S. | May 1979 |
| Changes in school characteristics coincident with change in student achievement (Executive summary) | Brookover, W. B. & Lezotte, L. W. | May 1979 |
| Using observation to improve your teaching | Brophy, J. E. | April 1979 |
| Advances in teacher effectiveness research | Brophy, J. E. | Arpil 1979 |
| On standards of descriptive validity in studies of classroom activity | Erickson, F. | March 1979 |
| Mere ethnography: some problems in its use in educational practice | Erickson, F. | March 1979 |
| Science and mathematics education: retrospect and prospect | Shulman, L. S., & Tamir, P. | December 1978 |
| Relating theory to practice in educational research | Shulman, L. S. | October 1978 |
| Research on teaching: a dynamic area of inquiry | Lanier, J. E. | October 1978 |
| Classroom discipline: toward a diagnostic model integrating teachers’ thoughts and actions | Gil, D. & Heller, P. S. | July 1978 |
| Psychology and mathematics education revisited | Shulman, L. S., & Shroyer, J. | July 1978 |
| Relationships between testing and the curriculum | Porter, A. C. | July 1978 |
| Individual school buildings do account for differences in measured pupil performance | Lezotte, L. W., & Passalacqua, J. | July 1978 |
| Attention and modality effects in STM: a second look | Evans, T. & Byers, J. | June 1978 |
| Test design: a review from practice | Shulman, L. S. | June 1978 |
| Form and function in mother-toddler conversational turn-taking | Donahue, M. L. | June 1978 |
| A causal analysis of attitudes toward leadership training in a classroom setting | Hunter, J. E., Hunter, R. F., & Lopis, J. E. | April 1978 |
| The teacher as colleague in classroom research | Florio, S., & Walsh. | February 1978 |
| Teachers and researchers: toward a paper division of labor | Kennedy, C. | September 1977 |
| Teachers’ concerns and conceptions of reading and the teaching of reading: A literature review | Belli, G., Blom, G., & Reiser, A. | September 1977 |
| The effect of conceptually oriented instruction on students’ computational competencies | Madsen, A. L. & Lanier, P. E. | August 1992 |
| Improving mathematics instruction through the role of the support teacher | Madsen, A. L. & Lanier, P. E. | April 1992 |
| Improving learning and instruction in junior high school science classes through the role of the support teacher | Madsen, A. L. & Gallagher, J. J. | April 1992 |
| The influence of classroom discourse on student texts: The case of Ella | McCarthey, S. J. | February 1992 |
| Teaching writing with a new instructional model: Variations in teachers’ beliefs, instructional practice, and their students’ performance | Anderson, L. M., Raphael, T. E., Englert, C. S. & Stevens, D. D. | January 1992 |
| Redefining school literacy: Teachers’ evolving perceptions | Hollingsworth, S. & Gallego, M. A. | December 1991 |
| Embracing the instructional complexities of reading instruction | Roehler, L R. | November 1991 |
| Two cases of students’ internalization of dialogue from writing time | McCarthey, S. J. | June 1991 |
| Listening for Aaron: A teacher’s story about modifying a literature-based approach to literacy to accommodate a young male’s voice | Hollingsworth, S. | June 1991 |
| Learning to teach reading in secondary math and science: beliefs, practice, and change in teacher education | Hollingsworth, S. & Teel, K. | May 1991 |
| Narrative analysis in literacy education: A story of changing classroom practices | Hollingsworth, S. | May 1991 |
| Social studies instruction should be driven by major social education goals | Brophy, J. & Alleman, J. | April 1991 |
| Is curriculum integration a boon or a threat to social studies? | Alleman, J. & Brophy, J. | April 1991 |
| Learning to teach literature: Structuring classroom tasks to free children’s responses to text | Hollingsworth, S. & Dybdahl, M. | March 1991 |
| Learning to teach literature in California: Challenging the rules for standardized instruction | Hollingsworth, S. | March 1991 |
| Using a new model of curriculum development to write a matter and molecules teaching unit | Berkheimer, G. D., Anderson, C. W. & Blakeslee, T. D. | April 1990 |
| Changing middle school students’ conceptions of matter and molecules | Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D. & Blakeslee, T. D. | April 1990 |
| Using conceptual change research to reason about curriculum | Berkheimer, G. D., Anderson, C. W. & Spees, S. T. | February 1990 |
| Teachers’ knowledge structures: Documenting their development and their relationship to instruction | Roehler, L. R., Duffy, G. G., Conley, M., Herrmann, B. A. Johnson, J. & Michelsen, S. | January 1990 |
| Teachers’ strategies for coping with shy/withdrawn students | Brophy, J. | October 1989 |
| Teachers’ strategies for coping with perfectionist students | Brophy, J. | October 1989 |
| Teachers’ strategies for coping with failure syndrome students | Brophy, J. | October 1989 |
| Rationale and strategies for American sign language intervention | Stewart, D. A. | August 1989 |
| Do textbooks dictate the content of mathematics instruction in elementary schools? | Freeman, D. J. & Porter, A. C. | January 1989 |
| The teacher’s role in reinventing the meaning of mathematical knowing in the classroom | Lampert, M. | December 1988 |
| Teachers’ concepts of reading, reading concepts communicated during instruction, and students’ concepts of reading | Book, C., Putnam, J., Meloth, M. & Sivan, E. | June 1988 |
| Eight teachers’ control orientations and their students’ problem-solving ability | Prawat, R. S. & Anderson, A. L. H. | May 1988 |
| The classroom strategy study: Summary report of general findings | Brophy, J. & Rohrkemper, M. | May 1988 |
| A curriculum out of balance: The case of elementary school mathematics | Porter, A. | January 1988 |
| Teachers’ strategies for coping with hostile-aggressive students | Brophy, J. & Rohrkemper, M. | October 1987 |
| Classroom task environments and students’ task-related beliefs | Anderson, L. M., Stevens, D. D., Prawat, R. S. & Nickerson, J. N. | September 1987 |
| Motivating students to learn: An experiment in junior high social studies classes | Brophy, J. & Merrick, M. | September 1987 |
| Instructional leadership at the district level: A closer look at autonomy and control | Floden, R. E., Porter, A. C., Alford, L. E., Freeman, D. J., Irwin, S., Schmidt, W. H. & Schwille, J. R. | April 1987 |
| The effect of direct explanation of reading strategies on low-group third graders’ awareness and achievement: A technical report of the 1984-85 study | Roehler, L. R., Duffy, G. G., Putnam, J., Wesselman, R., Sivan, E., Rackliffe, G., Book, C., Meloth, M. & Vavrus, L. | March 1987 |
| Influence of pupils’ gender, race, ability, and behavior on prospective and experienced teachers’ judgements about appropriate feedback | Melnick, S. L. & Raudenbush, S. W. | October 1986 |
| Knowing, thinking and doing in learning to teach: A research framework and some initial results | Feiman-Nemser, S. & Buchmann, M. | September 1986 |
| Content determinants | Porter, A. C., Floden, R. E., Freeman, D. J., Schmidt, W. H. & Schwille, J. R. | September 1986 |
| When is student teaching teacher education? | Feiman-Nemser, S. & Buchmann, M. | September 1986 |
| Teaching science | Anderson, C. W. & Smith, E. L. | September 1986 |
| The impact of text structure instruction and social content on students’ comprehension and production of expository text | Raphael, T. E., Englert, C. S. & Kirschner, B. W. | August 1986 |
| Students’ metacognitive knowledge about writing | Raphael, T. E., Kirschner, B. W. & Englert, C. S. | August 1986 |
| Using textbooks and teachers’ guides: What beginning elementary teachers learn and what they need to know | Loewenberg Ball, D. & Feiman-Nemser, S. | July 1986 |
| State policy and the control of curriculum decisions: Zones of tolerance for teachers in elementary school mathematics | Schwille, J., Porter, A., Alford, L., Floden, R., Freeman, D., Irwin, S. & Schmidt, W. | July 1986 |
| Pamela Kaye’s general math class: From a computational to a conceptual orientation | Madsen-Nason, A. & Lanier, P. E. | July 1986 |
| A descriptive study of teacher explanation: A final report for the 1983-84 study | Roehler, L. R., Duffy, G. G., Vavrus, L. G., Putnam, J., Wesselman, R., Sivan, E., Book, C. & Meloth, M. | July 1986 |
| Conceptual-change learning and student processing of science texts | Roth, K. J. | July 1986 |
| Curriculum materials, teacher talk, and student learning: Case studies in fifth-grade science teaching | Roth, K. J., Anderson, C. W. & Smith, E. L. | February 1986 |
| Socializing student motivation to learn | Brophy, J. | February 1986 |
| Student conceptions of natural selection and its roles in evolution | Bishop, B. A. & Anderson, C. W. | February 1986 |
| Children’s conceptions of of light and color: Understanding the role of unseen rays | Anderson, C. W. & Smith, E. L. | January 1986 |
| The effects of instruction on college nonmajor’s conceptions of respiration and photosynthesis | Anderson, C. W., Sheldon, T. H. & DuBay, J. | January 1986 |
| Socialization into the student role: Teacher and student influences | Anderson, A. L. H., Prawat, R. S. & Anderson, L. M. | November 1985 |
| Public response to proposals for raising academic standards in secondary schools | Freeman, D. J., Cusick, P. A. & Houang, R. T. | October 1985 |
| The effects of instruction in compare/contrast text structure on sixth-grade students’ reading comprehension and writing products | Raphael, T. E. & Kirschner, B. M. | August 1985 |
| Using student diagnostic information to establish an empirical data base in reading | Weinshank, A. B., Polin, R. M. & Wagner, C. C. | June 1985 |
| A descriptive study of the effects and characteristics of direct teacher explanation in a clinical setting | Herrmann, B. A., Duffy, G. G. & Roehler, L. R. | June 1985 |
| Teacher explanation during reading instruction: A technical report of the 1982-83 study | Roehler, L. R., Duffy, G. G., Book, C., Meloth, M. S., Vavrus, L. G., Putnam, J. & Wesselman, R. | May 1985 |
| The subtleties and complexities of instructional explanation in reading: A case study of an expert | Putnam, J. & Duffy, G. G. | March 1985 |
| Teacher socialization as a mechanism for developing student motivation to learn | Brophy, J. & Kher, N. | February 1985 |
| The first year of teacher preparation: Transition to pedagogical thinking? | Feiman-Nemser, S. & Buchmann, M. | January 1985 |
| Food for plants: Teacher’s guide | Roth, K. | January 1985 |
| Applications of classroom management research findings | Putnam, J. G. & Barnes, H. | December 1984 |
| Individual differences in students’ perceptions of routine classroom events | Rohrkemper, M. | December 1984 |
| The teacher as respondent to the high school writer | Dunn, S., Florio-Ruane, S. & Clark, C. M. | November 1984 |
| An exploration of preservice teachers’ conceptual change during reading methods instruction | Michelsen, S., LaSovage, J. & Duffy, G. G. | November 1984 |
| Developing an elementary-school, learning-community classroom | Putnam, J. | November 1984 |
| Affective experience in a classroom | Anderson, A., Weiner, B. & Prawat, R. S. | September 1984 |
| A descriptive study of the preactive and interactive decision making of an expert classroom teacher | Putnam, J. & Duffy, G. G. | August 1984 |
| Communicating research findings: Teacher-researcher deliberations | Florio-Ruane, S. & Dohanich, J. B. | July 1984 |
| Learning from experience to improve outcomes in reading: A case study | Weinshank, A., Polin, R. & Wagner, C. | June 1984 |
| The planning and teaching intermediate science study: Final report | Smith, E. L. & Anderson, C. W. | June 1984 |
| Assessing the stability of teacher behavior | Rogosa, D., Floden, R. E. & Willett, J. B. | April 1984 |
| Training teachers for instructional change in reading: A descriptive study | Roehler, L. R., Wesselman, R. & Putnam, J. | February 1984 |
| The written literacy forum: Combining research and practice | Clark, C. M. & Florio-Ruane, S. | January 1984 |
| One exceptional teacher’s systematic decision-making model | Putnam, J. G. | January 1984 |
| Curriculum integration: Its use in language arts instruction | Schmidt, W. H., Roehler, L. R., Caul, J. L., Diamond, B., Solomon, D., Cianciolo, P. & Buchmann, M. | December 1983 |
| Ways of going wrong in teaching for conceptual change | Smith, E. L. & Lott, G. W. | December 1983 |
| Developmental aspects of training students to use information-locating strategies for responding to questions | Raphael, T. E. | November 1983 |
| Role over person: Justifying teacher action and decisions | Buchmann, M. | September 1983 |
| Differences among teachers in their use of curriculum-embedded tests | Kuhs, T., Porter, A., Floden, R., Freeman, D., Schmidt, W. & Schwille, J. | August 1983 |
| Self-reports of teacher judgement | Yinger, R. J. & Clark, C. M. | July 1983 |
| Improving diagnostic reliability in reading through training | Vinsonhaler, J. F., Weinshank, A. B., Polin, R. M. & Wagner, C. C. | July 1983 |
| A descriptive multimethod study of teacher judgement during the marking process | Pratt Whitmer, S. | June 1983 |
| Transparencies on light: Teacher’s manual | Anderson, C. W. & Smith, E. L. | May 1983 |
| Studying light in the fifth-grade: A case study of text-based science teaching | Slinger, L. A., Anderson, C. W. & Smith, E. L. | May 1983 |
| Conceptual development and curriculum change: Or is it rhetoric and fantasy? | Patriarca, L. A. & Buchmann, M. | May 1983 |
| Direct teacher explanation during reading instruction: A pilot study | Roehler, L. R., Duffy, G. G., Book, C. & Wesselman, R. | April 1983 |
| Students’ misconceptions interfere with learning: Case studies of fifth-grade students | Eaton, J. F., Anderson, C. W. & Smith, E. L. | March 1983 |
| Plants as producers: A case study of elementary science teaching | Smith, E. L. & Anderson, C. W. | March 1983 |
| Consequences of different styles of textbook use in preparing students for standardized tests | Freeman, D. J., Belli, G. M., Porter, A. C., Floden, R. E., Schmidt, W. H. & Schwille, J. R. | March 1983 |
| Educational content of basal reading texts: Implications for comprehension instruction | Schmidt, W. H., Caul, J., Byers, J. L. & Buchmann, M. | February 1983 |
| Justification in teacher thinking: An analysis of interview data | Buchmann, M. | January 1983 |
| Understanding teachers’ judgements about instruction: The task, the method, and the meaning | Yinger, R. J. & Clark, C. M. | December 1982 |
| Diagnosing children with educational problems: Characteristics of reading and learning disabilities specialists and classroom teachers | Vinsonhaler, J. F., Weinshank, A. B., Wagner, C. C. & Polin, R. M. | October 1982 |
| Where is the subject matter?: How the social organization of the classroom affects teaching | Anang, A. & Lanier, P. | October 1982 |
| Research on the self-fulfilling prophecy and teacher expectations | Brophy, J. E. | July 1982 |
| The use of codified knowledge in five teacher education programs: A comparative analysis | Anderson, C. W. | July 1982 |
| Relationships between teachers’ presentations of classroom tasks and students’ engagement in those tasks | Brophy, J., Rohrkemper, M., Rashid, H. & Goldberger, M. | June 1982 |
| Motivational factors in teachers’ handling of problem students | Brophy, J. E. & Rohrkemper, M. M. | May 1982 |
| Conceptions of reading project final report | Duffy, G. & Anderson, L. | May 1982 |
| A study of networks among professional staffs in secondary schools | Cusick, P. A. | March 1982 |
| Teachers as policy brokers in the content of elementary school mathematics | Schwille, J., Porter, A., Belli, G., Floden, R., Freeman, D., Knappen, L., Kuhs, T. & Schmidt, W. | February 1982 |
| Understanding writing in school: A descriptive study of writing and its instruction in two classrooms | Clark, C. M. & Florio, S. | February 1982 |
| A study of preceptor training of classroom teachers in reading diagnosis | Polin, R. M. | November 1981 |
| Mathematics classroom inquiry: The need, a method, and the promise | Lanier, P. E. | November 1981 |
| Student responses to classroom instruction | Anderson, L. M. | September 1981 |
| Learning the lessons of experience: A field study in teacher education | Weisbeck, C. & Buchmann, M. | September 1981 |
| Diary time: The life history of an occasion for writing | Clark, C. M. & Florio, S. | August 1981 |
| Two styles of direct instruction in teaching second-grade reading and language arts: A descriptive study | Duffy, G. G., Roehler, L. R. & Reinsmoen, D. | August 1981 |
| Problems and possibilities of science education | Flegg, J. | July 1981 |
| Selecting instructional activities: A policy-capturing analysis | Yinger, R. J., Clark, C. M. & Mondol, M. M. | July 1981 |
| Student responses to seatwork: Implications for the study of students’ cognitive processing | Anderson, L. M. | July 1981 |
| Theory to practice: How does it work in real classrooms? | Duffy, G. G. | July 1981 |
| Should teachers be taught to be rational? | Floden, R. E. & Feiman, S. | July 1981 |
| A consumer’s guide to teacher development | Feiman, S. & Floden, R. E. | July 1981 |
| Problems of equity in developmental approaches | Floden, R. E. & Feiman, S. | July 1981 |
| Transforming curriculum in mathematics, science, and writing: A case study of teacher yearly planning | Clark, C. M. & Elmore, J. L. | June 1981 |
| The shaping of classroom practices: Teacher decisions | Buike, S. | May 1981 |
| The task features analysis system | Landes, N., Smith, E. L. & Anderson, C. | April 1981 |
| The school day and content commitments | Buchmann, M. & Schmidt, W. H. | March 1981 |
| A developmental approach to the study of teacher change: What’s to be gained? | Floden, R. E. & Feiman, S. | February 1981 |
| NCATE: Why does it matter? | Wheeler, C. W. | November 1980 |
| A system for observing and analyzing elementary school science teaching: A user’s manual | Hollon, R., Anderson, C. W. & Smith, E. L. | November 1980 |
| Validation of a classroom climate inventory for use at the early elementary level | Prawat, R. S. & Solomon, D. J. | 1980 |
| Investigations of the diagnostic reliability of reading specialists, learning disabilities specialists, and classroom teachers: Results and implications | Weinshank, A. B. | September 1980 |
| Teachers’ general strategies for dealing with problem students | Rohrkemper, M. M. & Brophy, J. E. | September 1980 |
| Teachers’ specific strategies for dealing with hostile-aggressive students | Brophy, J. E. & Rohrkemper, M. M. | September 1980 |
| Childrens’ reading interests: A study of teacher judgement | Byers, J. L. & Evans, T. E. | September 1980 |
| The influence of problem ownership on teachers’ perceptions of and strategies for coping with problem students | Brophy, J. E. & Rohrkemper, M. M. | August 1980 |
| The fourth-grade mathematics curriculum as inferred from textbooks and tests | Freeman, D. J., Kuhs, T. M., Porter, A. C., Knappen, L. B., Floden, R. E., Schmidt, W. H. & Schwille, J. R. | July 1980 |
| A qualitative analysis of how various primary grade teachers employ the structured learning component of the direct instructional model when teaching reading | Duffy, G. C. & McIntyre, L. | June 1980 |
| Teacher decision making in reading instruction | Buike, S. | May 1980 |
| Diagnosis and remediation of reading difficulties in the classroom | Gil, D. & Freeman, D. J. | May 1980 |
| The hidden world of teaching: Implications of research on teacher planning | Clark, C. M. & Yinger, R. J. | May 1980 |
| Toward a theory of information processing in teaching | Joyce, B. | April 1980 |
| Responses to curriculum pressures: A policy-capturing study of teacher decisions about content | Floden, R. E., Porter, A. C., Schmidt, W. H., Freeman, D. J. & Schwille, J. R. | April 1980 |
| Using a lens-model analysis to identify the factors in teacher judgement | Byers, J. L. & Evans, T. E. | April 1980 |
| An observational study of the relationship between diagnosis and remediation in reading | Weinshank, A. B. | April 1980 |
| The decision-making and diagnostic processes of classroom teachers | Gil, D. | March 1980 |
| What’s all this talk about teacher development? | Feiman, S. & Floden. R. E. | February 1980 |
| Integrating assessment with instruction | Rudman, H. C., Kelly, J. L., Wanous, D. S., Mehrens, W. A., Clark, C. M. & Porter, A. C. | January 1980 |
| The influences of grade and pupil ability levels on teachers’ conceptions of reading | Metheny, W. | January 1980 |
| Teachers’ thinking about problem students | Brophy, J. E. & Rohrkemper, M. M. | January 1980 |
| The impact of training on diagnostic consistency | Gil, D., Polin, R. M., Vinsonhaler, J. M. & VanRoekel, J. | January 1980 |
| How do teachers spend their language arts time? | Roehler, L., Schmidt, W. & Buchmann, M. | December 1979 |
| Research issues concerning the production and finance of schooling | Brown, B. W. & Saks, D. H. | December 1979 |
| Teacher autonomy and the control of content taught | Porter, A. C., Schwille, J. R., Floden, R. E., Freeman, D. J., Knappen, L. B., Kuhs, T. M., & Schmidt, W. H. | December 1979 |
| Factors influencing teachers’ decisions about what to teach: Sociological perspectives | Schwille, J., Porter, A., Gant, M., Belli, G., Floden, R., Freeman, D., Knappen, L., Kuhs, T., Schmidt, W. | October 1979 |
| A survey of placement policies for ninth-grade mathematics | Belli, G. | October 1979 |
| Teacher planning in the first weeks of school | Clark, C. M. & Elmore, J. L. | October 1979 |
| Value/belief patterns of teachers and those administrators engaged in attempts to influence teaching | Ignatovich, F. R., Cusick, P. A. & Ray, J. E. | October 1979 |
| Teacher plan and classroom reality: The South Bay study, part IV | Morine-Dershimer, G. | July 1979 |
| Teachers’ conceptions of pupils — an outgrowth of instructional context: The South Bay study, part III | Morine-Dershimer, G. | July 1979 |
| Teachers’ thoughts while teaching: The South Bay study, part II | McNair, K. & Joyce, B. | July 1979 |
| Teaching styles at South Bay School: The South Bay study, part I | Joyce, B. & McNair, K. | July 1979 |
| The curricular concepts of integration and meaningfulness in reading and language arts instruction | Schmidt, W., Roehler, L. & Buchmann, M. | July 1979 |
| Studies of clinical problem solving behavior in reading diagnosis | Gil, D., Vinsonhaler, J. F. & Wagner, C. C. | July 1979 |
| Three studies of teacher planning | Clark, C. M. & Yinger, R. J. | June 1979 |
| Survey method and its use in research in general mathematics | Belli, G. | June 1979 |
| A closer look at standardized tests | Freeman, D., Kuhs, T., Knappen, L. & Porter, A. | June 1979 |
| Content decision-making and the politics of education | Schwille, J., Porter, A. & Gant, M. | June 1979 |
| Clinical problem solving in reading: Theory and research | Gil, D., Hoffmeyer, E., VanRoekel, J. & Weinshank, A. | June 1979 |
| Simulated reading and learning disability cases: effective tools for research and teacher education | Patriarca, L., VanRoekel, J., & Lezotte, L. | June 1979 |
| The consistency of reading diagnosis | Vinsonhaler, J. F. | June 1979 |
| Classroom strategy study: Investigating teacher strategies with problem students | Rohrkemper, M. M. & Brophy, J. E. | May 1979 |
| Influence of teacher role definition on strategies for coping with problem students | Rohrkemper, M. M. & Brophy, J. E. | May 1979 |
| The potential influence of textbooks on teachers’ selection of content for elementary school mathematics | Kuhs, T. M. & Freeman, D. J. | May 1979 |
| Teacher conceptions of reading and their influence on instruction | Bawden, R., Buike, S. & Duffy, G. G. | May 1979 |
| Training reading specialists in diagnosis | Sherman, G. B., Weinshank, A. & Brown, S. | May 1979 |
| Simulating the problem solving of reading clinicians | Gil, D., Wagner, C. C., & Vinsonhaler, J. F. | May 1979 |
| Defining reading diagnosis: Why, what and how? | Gil, D., Vinsonhaler, J. F. & Sherman, G. | April 1979 |
| Measuring teachers’ beliefs about reading | Duffy, G. G. & Metheny, W. | April 1979 |
| Teacher judgement of children’s reading preferences | Evans, T. E. & Byers, J. L. | April 1979 |
| The relationship of teacher alienation to school workplace characteristics and career stages of teachers | Vavrus, M. J. | April 1979 |
| A taxonomy for classifying elementary school mathematics content | Kuhs, T., Schmidt, W., Porter, A., Floden, R., Freeman, D., & Schwille, J. | April 1979 |
| Teacher perceptions of student affect | Prawat, R. S. | February 1979 |
| The user’s manual for the basic management information system (bmis technical manual vol. 2) | The Institute for Research on Teacher | 1978 |
| An ethnographic study of a teacher’s classroom perspective: Implications for curriculum | Janesick, V. J. | November 1978 |
| The relationship between diagnosis and remediation in reading: A pilot study | Weinshank, A. | October 1978 |
| Measuring the content of instruction | Schmidt, W. H. | October 1978 |
| Classroom management in the elementary grades | Brophy, J. E. & Putnam, J. G. | October 1978 |
| Characteristics of the clinical problem-solving model and its relevance to education | Elstein, A., Shulman, L., Vinsonhaler, J., Wagner, C., & Bader, L. | October 1978 |
| Don’t they all measure the same thing? consequences of selecting standardized tests | Floden, R. E., Porter, A. C., Schmidt, W. H., & Freeman, D. J. | July 1978 |
| Identifying cues for use in studies of teacher judgment | Clark, C. M., Yinger, R. J., & Wildfong, S. C. | July 1978 |
| An econometric perspective on classroom reading instruction | Brown, B. W. & Saks, D. H. | July 1978 |
| Choice of a model for research on teacher thinking | Clark, C. M. | July 1978 |
| Fieldwork as basis for theory building in research on teaching | Yinger, R. J. | July 1978 |
| A study of teacher planning: description and a model of preactive decision making | Yinger, R. J. | July 1978 |
| Teachers’ conceptions of reading: the evolution of a research study | Barr, R. & Duffy, G. | July 1978 |
| The problem of dead letters: Social perspectives on the teaching of writing | Florio, S. | June 1978 |
| Conceptual issues in the content/strategy distinction | Freeman, D. J. | June 1978 |
| Clipir pilot observational study of reading diagnosticians | Lee, A. & Weinshank, A. | June 1978 |
| Data analysis strategies for quasiexperimental studies where differential group and individual growth rates are assumed | Olejnik, S. | June 1978 |
| On the conceptualization of clinical problem solving | Wagner, C. C. & Vinsonhaler, J. F. | May 1978 |
| Research on teacher thinking | Clark, C. M. & Yinger, R. J. | April 1978 |
| Methods for discovering cues used by judges: two working papers | Clark, C. M. & Yinger, R. J. | April 1978 |
| Research and development needs for the advancement of teacher education | Lanier, J. E. & Floden, R. E. | February 1978 |
| Conceptions of reading: the rep test | Johnston, M. H. | February 1978 |
| Analogy and credentialling | Floden, R. E. | February 1978 |
| Flexner, accreditation, and evaluation | Floden, R. E. | February 1978 |
| Impact on what?: the importance of content covered | Porter, A. C., Schmidt, W. H., Floden, R. E., & Freeman, D. J. | February 1978 |
| The inquiry theory: an information-processing approach to clinical problem-solving research and application | Vinsonhaler, J. F., Wagner, C. C., & Elstein A. | January 1978 |
| BMIS technical manual volume 1 the inquiry theoretic approach to clinical problem-solving research and application | The Institute for Research on Teacher | 1977 |
| Instructions for using the AJ 832 plotting software package as modified for the CDC 6500 computer | Carlyn, M. | November 1977 |
Academics
