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By Allan Odden

First released in 2004. Routledge is an imprint of Taylor & Francis, an informa corporation.

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Extra resources for Assessing Teacher, Classroom, and School Effects: A Special Issue of the Peabody Journal of Education

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These values were then transformed back into correlation coefficients. See Shadish and Haddock (1994) for a description of the details of these calculations. 27 in science. Lower bounds on the 95% confidence intervals all exclude zero, suggesting that the population value of the coefficients is unlikely to be zero. Although consideration was given to combining correlation coefficients across subjects, this would have been misleading. Most of the students are the same across subjects, and about one third of the teachers are responsible for instruction in all three subjects, so samples across subjects are not independent within grades.

Handbook ofresearch on teaching (pp. 376-391). New York: Macmillan. Rowan, B. (1999). Assessing teacher quality: insights from school effectiveness research. Unpublished manuscript, University of Michigan, Ann Arbor. , & Richard, C. (2002, March). Using logs to nzeasure the enacted curriculurn // in large-scale surveys: Insights from the study of instructional improvement. Paper pre/I 30 Assessing Teacher, Classroom, and School Effects sented at the annual meeting of the American Educational Research Association, New Orleans, LA.

The variable effects of high school tracking. American Sociological Review, 57, 812-828. Gamoran, A. (1993). Alternative uses of ability grouping in secondary schools: Can we bring high-quality instruction to low-ability classes? American Journal of Education, 101, 1-22. Gamoran, A. (1996). Curriculum standardization and equality of opportunity in Scottish secondary education, 1984-1990. Sociology of Education, 29, 1-21. Gamoran, A. (1997). Curriculum change as a reform strategy: Lessons from the United States and Scotland.

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