Volume 11 2003

Volume 11 Number 1
Dorn: High-Stakes Testing and the History of Graduation

Volume 11 Number 2
Willinsky: Policymakers' Online Use of Academic Research

Volume 11 Number 3
Mintrop: The Limits of Sanctions in Low-Performing Schools

Volume 11 Number 4
Milanowski: Varieties of Knowledge and Skill-Based Pay Design

Volume 11 Number 5
Dowson et al.: Continuing Education Reform in Hong Kong

Volume 11 Number 6
Cervini: Diferencias de resultados cognitivos y no-cognitivos entre estudiantes de escuelas públicas y privadas en la educación secundaria de Argentina

Volume 11 Number 7
Avery, Beach & Coler: Impact of Minnesota's "Profile of Learning"

Volume 11 Number 8
Buchanan & Fox: Case Studies of Emerging Ethnocentric Charter Schools in Hawai'i

Volume 11 Number 9
Meisels et al.: Impact of Instructional Assessment on Elementary Children's Achievement

Volume 11 Number 10
Linton & Kester: Exploring the Achievement Gap Between White & Minority Students in Texas

Volume 11 Number 11
Hawes & Donoso: Análisis del concepto de “la docencia” en profesores universitarios

Volume 11 Number 12
Scribner: Teacher learning in context: The special case of rural high school teachers

Volume 11 Number 13
Fowler: Massachusetts Signing Bonus Program for New Teachers

Volume 11 Number 14
Hu: Educational Aspirations and Postsecondary Access and Choice

Volume 11 Number 15
Camilli, Vargas and Yurecko: Teaching Children to Read : The Fragile Link Between Science & Federal Education Policy

Volume 11 Number 16
McMeekin: Networks of schools.

Volume 11 Number 17
Gorostiaga, Acedo & Xifra: Secondary Education in Argentina during the 1990s

Volume 11 Number 18
Orlich: Longitudinal Effect of the Washington Assessment of Student Learning (WASL) on Student Achievement

Volume 11 Number 19
Wenglinsky: Using Large-Scale Research to Gauge the Impact of Instructional Practices on Student Reading Comprehension: An Exploratory Study

Volume 11 Number 20
Zvoch & Stevens: A Multilevel, Longitudinal Analysis of Middle School Math and Language Achievement

Volume 11 Number 21
Ruano: Some Salient Features of Guatemala's Public and Private School Sectors

Volume 11 Number 22
Mabry, Poole, Redmond & Schultz: Local Impact of State Testing in Southwest Washington

Volume 11 Number 23
Murphy, DeArmond & Guin: A National Crisis or Localized Problems? Getting Perspective on the Scope and Scale of the Teacher Shortage

Volume 11 Number 24
Rosenshine: High-stakes Testing: Another Analysis

Volume 11 Number 25
Amrein-Beardsley & Berliner: Re-analysis of NAEP Math and Reading Scores in States with and without High-stakes Tests: Response to Rosenshine

Volume 11 Number 26
Stritikus & Garcia: The Role of Theory and Policy in the Educational Treatment of Language Minority Students: Competitive Structures in California

Volume 11 Number 27
Weiner: Research or “Cheerleading”? Scholarship on Community School District 2, New York City

Volume 11 Number 28
Resnick: Reforms, Research and Variability: A Reply to Lois Weiner

Commentary on Volume 11 Number 28 by Lois Weiner

Volume 11 Number 29
Goodman: Comments on Weiner, Resnick and Scientific Debate

Volume 11 Number 30
Ferrero: Embracing Pedagogical Pluralism: An Educator’s Case for (at Least Public) School Choice

Volume 11 Number 31
Linn: Performance Standards—Utility for Different Uses of Assessments

Volume 11 Number 32
Frankenberg & Lee: Charter Schools and Race: A Lost Opportunity for Integrated Education

Volume 11 Number 33
Darling-Hammond & Sykes: Wanted, A National Teacher Supply Policy for Education: The Right Way to Meet The "Highly Qualified Teacher" Challenge

Volume 11 Number 34
Mathison & Freeman: Constraining Elementary Teachers' Work: Dilemmas and Paradoxes Created by State Mandated Testing

Volume 11 Number 35
Gallucci: Communities of Practice and the Mediation of Teachers’ Responses to Standards-based Reform

Volume 11 Number 36
Gándara,P., Rumberger, R., Maxwell-Jolly, J. & Callahan, R. English Learners in California Schools: Unequal resources—Unequal outcomes

Volume 11 Number 37
Halverson: Systems of Practice: How Leaders Use Artifacts to Create Professional Community in Schools

Volume 11 Number 38
Warschauer: The Allures and Illusions of Modernity: Technology and Educational Reform in Egypt

Volume 11 Number 39
Hill & Guin: Baselines for Assessment of Choice Programs

Volume 11 Number 40
Stecher, McCaffrey & Bugliari: Relationship between Exposure to Class Size Reduction and Student Achievement in California

Volume 11 Number 41
Lewis, Cobb et al.: The Effects of Full and Alternative Day Block Scheduling on Language Arts and Science Achievement in a Junior High School

Volume 11 Number 42
Marques de Almeida & Costa Marques: A Contabilidade Pública e o Sector da Educação em Portugal: do pressuposto legal à economia, eficiência e eficácia.

Volume 11 Number 43
Balonga: La evaluación ausente.

Volume 11 Number 44
Rigsby & DeMulder: Teachers Voices Interpreting Standards

Volume 11 Number 45
Wilkerson & Lang: Portfolios, the Pied Piper of Teacher Certification Assessments: Legal and Psychometric Issues

Volume 11 Number 46
Cardona Rodríguez y Barrenetxea Ayesta: Las Tecnologías de la Información y la Comunicación y los Indicadores de Evaluación Universitaria en España.

Volume 11 Number 47
Ngwana: University Strategic Planning in Cameroon

Volume 11 Number 48
Dy & Ninomiya: Basic Education in Cambodia: The Impact of UNESCO on Policies in the 1990s

Volume 11 Number 49
Poveda: La Segregación Étnica En Contexto: El Caso De La Educación En Vallecas--Puente De Vallecas

Volume 11 Number 50
Milanowski: An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching

Volume 11 Number 51
Rezai-Rashti: Educational Policy Reform and its Impact on Equity Work in Ontario: Global Challenges and Local Possibilities

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Ad hoc Reviewers for Volume 11

Audrey Amrein Beardsley, Virginia Piper Foundation

Tirupalavanam Ganesh, Arizona State University

Gerda de Klerk, Arizona State University

Alex McCormick, Carnegie Foundation for the Advancement of Teaching

Carol Peck, Rodel Foundation

Lee Shulman, Carnegie Foundation for the Advancement of Teaching

Shawn Stockford, Arizona State University

Wayne E. Wright, Journal of Language, Identity, and Education

Cliff Zhuran You, Purdue University