ITP: Interdisciplinary Training Program in the Education Sciences ITP: Interdisciplinary Training Program in the Education Sciences
at the University of Wisconsin-Madison

Current ITP fellows should include the following acknowledgment sentence on all publications, dissertations, and presentations that arise out of IES-funded research:

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Awards #R305B150003; #R305C050055; #R305B090009 to the University of Wisconsin-Madison. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.

*2005-11: #R305C050055; 2009-16: #R305B090009;
2012-2021: #R305B150003

STUDENT PUBLICATIONS (Award #R305B150003)

Beigman Klebanov, B., Burstein, J., Harackiewicz, J., Priniski, S., and Mulholland, M. (2016). "Enhancing STEM Motivation Through Personal and Communal Values: NLP for assessment of utility value in student writing". Proceedings of the 11th Workshop on Innovative Use of NLP for Building Educational Applications, June, 2016, San Diego, CA. Association for Computational Linguistics. pp. 199-205.

Borman, G. & Jaymes Pyne ( 2016). "What if Coleman Had Known About Stereotype Threat? How Social-Psychological Interventions Can Help Mitigate Educational Inequality",The Russell Sage Foundation Journal of the Social Sciences, 2(5): 164-185.

Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Priniski, S. J., & Hyde, J. S. (2016). "Closing Achievement Gaps with a Utility-Value Intervention: Disentangling race and social class". Journal of Personality and Social Psychology, 111, 745-765. doi: 10.1037/pspp0000075

Harackiewicz, JM., Canning, E., Tibbetts, Y, Giffen, CJ., Blair, S., Rouse, D., Hyde, J. (2014). "Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology", Journal of Educational Psychology, 106.2 (2014): 375.

Harackiewicz, JM., Canning, E., Tibbetts, Y, Priniski, SJ., Hyde, J. (2015). "Closing Achievement Gaps with a Utility-Value Intervention: Disentangling Race and Social Class". Journal of Personality and Social Psychology. 111.5 (2016): 745.

Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). "Interest Matters: The importance of promoting and sustaining interest in education". Policy Insights from the Behavioral and Brain Sciences, 3, 220-227. doi:10.1177/2372732216655542

Kolbe, T. & Feldman, R. C. (2018). "Estimating Educational Policy & Program Costs". In C. R. Lochmiller (Ed.), Case Study Research Methods in Leadership and Policy Studies, Palgrave-MacMillan.

Smith, C.M. & Grodsky, E.S. (2017). Stratification in Higher Education. In The Encyclopedia of International Higher Education Systems and Institutions. Dordrecht, Netherlands: Springer Netherlands.

Sowa, C. & Pyne, J. (2010) "Youth and Character Development.", Leadership in Nonprofit Organizations, pp. 224-230

Tibbetts, Y., Harackiewicz, J.M., Canning, E. A., Boston, J. S., Priniski, S. J., & Hyde, J. S. (2016)." Affirming Independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students". Journal of Personality and Social Psychology. 110, 635-659. doi: 1037/pspa0000049

Tibbetts, Y., Harackiewicz, J. M., Priniski, S. J., & Canning, E. A. (2016). "Broadening Participation in the Life Sciences with Value Interventions". CBE- Life Sciences Education, 15. doi: 10.1187/cbe.16-01-0001

Tibbetts, Y., Harackiewicz, J.M., Canning, E.A., Boston, J., Priniski, S, Hyde, J.S. (2016)." Affirming Independence: Exploring Mechanisms Underlying a Values Affirmation Intervention for First-Generation Students". Journal of Personality and Social Psychology. 110.5 (2016): 635.

Tibbetts, Y., Harackiewicz, J.M., Spriniski, S, Canning, E.A. (2016). "Broadening Participation in the Life Sciences with Value Interventions". CBE-Life Sciences Education, 15(3), es4.

STUDENT PUBLICATIONS (Award #R305B090009)

(Alphabetical by student name, highlighted)

Bradley, D., Crawford, E., & Dahill-Brown, S. E. (2015). Fidelity of Implementation in a Large-Scale, Randomized, Field Trial: Identifying the Critical Components of Values Affirmation. Society for Research on Educational Effectiveness.

Brey, E. L., & Shutts, K. (2015). Children use nonverbal cues to make inferences about social power. Child Development 86 (1): 276-286.

 

Goldrick-Rab, S., & Broton, K. (2015, Sep. 25). "To cut costs, college students are buying less food and even going hungry." The Conversation. Retrieved from https://theconversation.com/to-cut-costs-college-students-are-buying-less-food-and-even-going-hungry-47975

Goldrick-Rab, S., Gates, C., & Broton, K. (2013, June). Clearing the path to a brighter future: Addressing barriers to community college access and success. White paper prepared for the Association of Community College Trustees and Single Stop USA. Available at www.acct.org and www.singlestopusa.org

Goldrick-Rab, S., & Broton, K. (2013, October). Housing instability among college students. Research Brief, Wisconsin Center for the Advancement of Postsecondary Education and the Center for Financial Security, UW-Madison. Available at http://wiscape.wisc.edu and www.cfs.wisc.edu

Broton, K., & Goldrick-Rab, S. (2014, February). The problem of college students without reliable housing. Scholars Strategy Network Key Findings. Policy Brief. http://www.scholarsstrategynetwork.org

Goldrick-Rab, S., Broton, K., & Frank, V. M. (2014). Single Stop USA’s Community College Initiative: Implementation Assessment. UW-Madison, Wisconsin Hope Lab. Available at http://www.singlestopusa.org/wp-content/uploads/2014/07/SSUSA-Implementation-Assessment-FINAL-7.22.14.pdf

Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology 106, 375-389; + Editor’s Choice, Science (2014), 343, 8.

Lazarides, R., Harackiewicz, J. M., Canning, E. A., Pesu, L., & Viljaranta, J. (In press). The role of parents in students’ motivational beliefs and values. In Rubie-Davies, C. M., Stephens, J. M., & Watson, P. (Eds.) The social psychology of the classroom international handbook. London, England: Routledge.

Crooks, N. M. & Alibali, M. W. (2012, November). Noticing relevant problem features: The effect of experience on students’ ability to reconstruct and solve equivalence problems. Abstract published in the Proceedings of the 34th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Crooks, N. M. & Alibali, M. W. (2013). Noticing relevant problem features: Activating prior knowledge affects problem solving by guiding encoding. Frontiers in Psychology, 4:884. doi: 10.3389/fpsyg.2013.00884.

Alibali, M. W., Young, A. G., Crooks, N. M., Yeo, A., Wolfgram, M. S., Ledesma, I. M., Nathan, M. J., Breckinridge Church, R., & Knuth, E. J. (2013). Students learn more when their teacher has learned to gesture effectively. Gesture, 13(2): 210-233.

Crooks, N. M. & Alibali, M. W. (2014). Defining and measuring conceptual knowledge in mathematics. Developmental Review. DOI: 10.1016/j.dr.2014.10.001

Lavery, L., & Dahill-Brown, S. (2012). Implementing federal policy: Confronting state capacity and will. Politics and Policy, Vol. 40, No. 4, 557-592.

Witte, J., Wolfe, B., & Dahill-Brown, S. (2013). Income and access to higher education: Are high quality universities become more or less elite? A longitudinal analysis of admissions at UW-Madison. The Australian National University, Centre for Economic Policy Research Discussion Paper Series No. 681, February 2013. http://cbe.anu.edu.au/media/2601680/dp681.pdf

Witte, J. F., Wolfe, B., & Dahill-Brown, S. (2012). Is Access to High Quality Higher Education Declining for Low-Income Students? A Partial Answer from 35 Years of U-Madison Admissions Data.

Gamoran, A.,  López Turley, R. N., & Fiel, J.  (2012).  Evidence-Based School Interventions to Reduce Achievement Inequality.  Pp. 372-384 in V. Maholmes, & R. King (Eds.), The Oxford Handbook of Poverty and Child Development.  New York: Oxford University Press.

Fiel, J. (2013). Decomposing school 'resegregation': Social closure, racial imbalance, and racial isolation. American Sociological Review 78(5): 828-848.

Fiel, J. E., Haskins, A. R., & López Turley, R. N. (2013). Reducing school mobility: A randomized trial of a relationship-building intervention. American Educational Research Journal 50:1188-1218.

Fiel, J. E., Shoji, M. N., Gamoran, A. (Forthcoming). An intervention approach to building social capital: Effects on grade retention. In L. Yaojun (Ed.), The Handbook of Research Methods and Applications on Social Capital. United Kingdom: Edward Elgar Publishing.

Gamoran, A., López Turley, R. N., Turner, A. & Fish, R. (2012). Differences between Hispanic and non-Hispanic families in social capital and child development: First-year findings from an experimental study. Research in Social Stratification and Mobility 30, 97-112.

Knowles, J. E., & Mayer, Z. (2015). caretEnsemble: A framework for combining caret models into ensembles. R package version 1.0. http://CRAN.R-project.org/package=caretEnsemble

Knowles, J. E. (Forthcoming). Of needles and haystacks: Building an accurate statewide dropout early warning system in Wisconsin. Journal of Education Data Mining. Published online 18 August 2014. http://dx.doi.org/10.6084/m9.figshare.1142580

Miksic, M. (2104). The persistent achievement gaps in American education. Policy Briefing. Published online 20 March 2014. CUNY Institute for Education Policy.

Miksic, M. (2014). Is parent involvement really a waste of time? Recent polemic versus the research record. Policy Briefing. Published online 23 April 2014. CUNY Institute for Education Policy.

Miksic, M. (2014). Are we under-challenging young children? Academic rigor, student achievement, and sustaining preschool effects through kindergarten. Policy Briefing. Published online 8 May 2014. CUNY Institute for Education Policy.

Miksic, M. (2014). Yes, it is possible to close the first-generation achievement gap. Policy Briefing. Published online 21 May 2014. CUNY Institute for Education Policy.

Miksic, M. (2014). Is the “catholic school effect” real? New research challenges the catholic primary school advantage. Policy Briefing. Published online 19 June 2014. CUNY Institute for Education Policy.

Miksic, M. (2014). Social capital and college choice: The influence of the network composition of urban high school students. Policy Briefing. Published online 6 August 2014. CUNY Institute for Education Policy.

Miksic, M. (2014). Fools rush in? Lessons for the U.S. from Quebec’s universal school reform. Policy Briefing. Published online 4 September 2014. CUNY Institute for Education Policy.

Miksic, M. (2014). Are Montessori pre-K programs the best educational model for low-income black and Latino children? Policy Briefing. Published online18 September 2014. CUNY Institute for Education Policy.

Chaplin, D., Gill, B., Thompkins, A., & Miller, H. (2014). Professional practice, student surveys, and value-added: Multiple measures of teacher effectiveness in the Pittsburgh Public Schools. (REL 2014-024). Washington, DC: U.S. Department of Education, Regional Educational Laboratory Mid-Atlantic.

Riggs, A. E. & Young, A. G. (in press). Developmental changes in children's normative reasoning across learning contexts and collaborative roles. Developmental Psychology.

Riggs, A. E., Kalish, C. W., & Alibali, M. W. (2014). When you’ve seen one have you seen them all? Children’s memory for general and specific learning episodes. Developmental Psychology 50(6): 1653-1659.

Riggs, A. E., Kalish, C. W., Alibali, M. W. (2014). Property content guides children's memory for social learning episodes. Cognition 131(2): 243-253. doi:10.1016/j.cognition.2014.01.004

Riggs, A. E., Alibali, M. W., & Kalish, C. W. (In press). Leave her out of it: Person-presentation of strategies is harmful for transfer. Cognitive Science.

Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science 23(8): 899-906.

Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (In press). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology.

Durik, A. M., Shechter, O. G., Noh, M. S., Rozek, C. S., & Harackiewicz, J.M. (2015). What If I Can't? Perceived competence as a moderator of the effects of utility value information on situational interest and performance. Motivation and Emotion 39 (1): 104-118.

Shoji, M. N., Haskins, A. R., Rangel, D. E., & Sorenson, K. N. (2014). The emergence of social capital in low-income Latino elementary schools. Early Childhood Research Quarterly 29(4): 600-613.

Harackiewicz, J. M., Tibbetts, Y., Canning, E. A., & Hyde, J. S. (2014). Harnessing values to promote motivation in education. In Karabenick, S., & Urdan, T. (Eds.) Advances in Motivation and Achievement: Vol. 18. Emerald Group Publishing.

Tibbetts, Y., Canning, E. A., & Harackiewicz, J. M. (In press). Using task value interventions to promote motivation and performance. In Eccles, J., & Salmelo-Aro, K., (Eds.) International Encyclopedia of the Social and Behavioral Sciences: Interventions aimed at increasing interest motivation, 2nd ed.

Valdez, C., Valentine, J. L., & Padilla, B. (2013). "’Why We Stay’: Immigrants' motivations for remaining in communities impacted by anti-immigration policy." Cultural Diversity and Ethnic Minority Psychology 19(3): 279-287.

Valdez, C., Padilla, B, & Valentine, J. L. (2013). Consequences of Arizona’s immigration policy on social capital among Mexican mothers with unauthorized immigration status. Hispanic Journal of Behavioral Sciences 35(3): 303-322.

Valentine, J. L, Barham, B. L., Gitter, S. R., & Nobles, J. (2014). Migration and the pursuit of education in southern Mexico. CDE Working Paper 2014-10, University of Wisconsin, Madison.


STUDENT PUBLICATIONS (Award #R305C050055)

(Alphabetical by student name, highlighted)

An, B. P. & Gamoran, A. (2009). Trends in school racial composition in the era of unitary status. In From the Courtroom to the Classroom: The Shifting Landscape of School Desegregation, eds. Claire Smrekar and Ellen Goldring, 19-48. MA: Harvard Education Press.

An, B. P. (2010). The relations between race, family characteristics, and where students apply to college. Social Science Research, 39 (2):310-323.

An, B. P. (2013). The impact of dual enrollment on college degree attainment: Do low-SES students benefit? Educational Evaluation and Policy Analysis 35(1): 57-75.

Goldrick-Rab, S. & Benson, J. (2005, April 6). Are community colleges like towns? Not really [Letter to the editor]. Education Week 24 (30): 38.

Borman, G. D., Benson, J., & Overman, L. T. (2005). Families, schools and summer learning. Elementary School Journal 106: 131-150.

Goldrick-Rab, S., & Benson, J. (2006, March). Access Wisconsin: An Exploration of college-going in the context of high school and district characteristics. Forum Paper Series. Madison: University of Wisconsin–Madison, Wisconsin Center for the Advancement of Postsecondary Education.

Borman, G. D. & Benson, J. (2006). Can brain research and computers improve literacy? A Randomized field trial of the Fast ForWord language computer-based training program. Madison: WCER Working Paper No. 2006-5, August 2006.

Benson, J. & Borman, G. D. (2007). Family and contextual socioeconomic effects across seasons: When do they matter for the achievement growth of young children? Madison: WCER Working Paper no. 2007-5, August 2007.

Borman, G. D., Benson, J. G., & Overman, L. (2009). A Randomized field trial of the Fast ForWord Language computer-based training program.  Educational Evaluation and Policy Analysis, 31 (1): 82-106.  

Benson, J. & Borman, G. D. (2010). Family, neighborhood, and school settings across seasons: When do socioeconomic context and racial composition matter for the reading achievement growth of young children? Teacher's College Record, 112 (5): 5-6.

Bodmann, S. M., Hulleman, C. S., & Harackiewicz, J. M. (2008). Achievement goal systems: An Application of goal systems theory to achievement goal research. International Review of Social Psychology, 21, 398-416.

Borman, G.D., Gamoran, A., & Bowdon, J. A. (2009). A Randomized trial of teacher development in elementary science: First-year achievement effects. Journal of Research on Educational Effectiveness 1 (4): 237-264.

Berger, L. M., Bruch, S. K., Johnson, E. I., James, S., & Rubin, D. (2009). Estimating the impacts of foster care placement on child well-being. Child Development 80(6): 1856-1876.

Bruch, S. K., Marx Ferree, M., & Soss, J. (2010). Political learning and policy feedback effects: Explanations of political and civic participation among the disadvantaged. American Sociological Review, 75 (2): 205-226.

Berger, L. M., Slack, K. S., Waldfogel, J., & Bruch, S. K. (2010). Caseworker perceived caregiver substance abuse and Child Protective Services outcomes.  Child Maltreatment (15)3: 199-210.

Turley, R., Desmond, M., & Bruch, S. K. (2010). Unanticipated consequences of a positive parent-child relationship. Journal of Marriage and Family 72: 1377-1390.

Carlson, D., Haveman, R., Kaplan, T., & Wolfe, B. (2008). Long-term effects of public low-income housing vouchers on work, earnings, and neighborhood quality. Madison, WI: Institute for Research on Poverty. Discussion Paper no. 1338-08.

Witte, J. F., Carlson, D. E., & Lavery, L. (2008). Moving on: Why students move between districts under open enrollment. Published on website of The National Center for the Study of Privatization in Education, Occasional Paper Series, No. 164. Accessed 09/19/08: http://www.ncspe.org/list-papers.php

Planty, M., & Carlson, D. E. (2010). Understanding Education Indicators: A Practical Primer for Research and Policy. New York: Teachers College Press, Columbia University.

Witte, J. F., Carlson, D. E., & Lavery, L. (2011). The Determinants of interdistrict open enrollment flows: Evidence from two states. Educational Evaluation and Policy Analysis 33(1): 76-94..

Carlson, D. E., Haveman, D., Kaplan, T. & Wolfe, B. (2011). The Benefits and costs of the Section 8 Housing Subsidy Program: A Framework and estimates of first-year effects. Journal of Policy Analysis and Management 30(2): 233-255.

Carlson, D. E. (2011). Trends and innovations in public policy analysis. Policy Studies Journal 39(s1): 13-26.

Carlson, D. E., Borman,G., & Robinson, M. (2011). A Multi-State district-level cluster randomized trial of the impact of data-driven reform on reading and mathematics achievement. Educational Evaluation and Policy Analysis 33(3): 378-398.

Witte, J. F., Carlson, D. E., Cowen, J. M., Fleming, D. J., & Wolf, P. J. (2011). MPCP Longitudinal Educational Growth Study: Fourth Year Report. School Choice Demonstration Project- Milwaukee Evaluation, Report #23. Fayetteville, AK: Department of Education Reform, University of Arkansas.

Witte, J. F., Wolf, P. J., Dean, A. & Carlson, D. E. (2011). Milwaukee Independent Charter Schools Study: Report on Two- and Three-Year Achievement Gains. School Choice Demonstration Project- Milwaukee Evaluation, Report #25. Fayetteville, AK: Department of Education Reform, University of Arkansas.

Carlson, D. E., Cowen, J. M., & Fleming, D. J. (2013). Life after vouchers: What happens to students who leave private schools for the traditional public sector? Educational Evaluation and Policy Analysis 35 (2) 179-99.

Carlson, D. E. & Planty, M. (Forthcoming). The Ineffectiveness of high school graduation credit requirement reforms: A Story of implementation and enforcement? Educational Policy.

Carlson, D. E., Haveman, R., Kaplan, T., & Wolfe, B. (Forthcoming). Long-term effects of public low-income housing vouchers on neighborhood quality and household composition. Journal of Housing Economics.

Carlson, D. E., Lavery, L., & Witte, J. F. (Forthcoming). Charter school authorization and student outcomes. Selected for special issue of Economics of Education Review.

Carlson, D. E., Cowen, J. M., & Fleming, D. J. (Forthcoming). Third-party governance and performance measurement: A case study of publicly-funded private school vouchers. Journal of Public Administration Research and Theory.

Carlson, D. E. (Forthcoming). Accountability and the common core: A story of opportunities and challenges. In Common Core Meets the Reform Agenda, Frederick Hess and Michael Q. McShane (eds.). New York, NY: Teachers College Press.

Soss, J., Condon, M., Holleque, M., & Wichowsky, A. (2006). The Illusion of technique: How method-driven research leads welfare scholarship astray. Social Science Quarterly 87 (4): 798–807.

Condon, M. (2006). Education. In The Reporter’s Source Book (73–87). Philipsburg, MT: Project Vote Smart.

Condon, M. (2006). Entitlement reform. In The Reporter’s Source Book (62–72). Philipsburg, MT: Project Vote Smart.

Condon, M. (2008). Education; Entitlement reform. In The Reporter's Source Book (35-58). Philipsburg, MT: Project Vote Smart.

Condon, M. & Mayer, K. (2008). Health care. In The Reporter's Source Book (69-78). Philipsburg, MT: Project Vote Smart.

Condon, M., & Holleque, M. (2013). Entering politics: The effects of general self-efficacy on political participation. Political Psychology 34(2): 167-181.

Panagopoulos, C., Larimer, C. & Condon, M. (2014). Social pressure, descriptive norms, and voter mobilization. Political Behavior 36(2): 451-469.

Condon, M., & Wichowsky, A.(2015). Same blueprint, different bricks: Reexamining the gender gap in ideology with an item response model,” Politics, Groups, and Identities 3(1): 4-20.

Condon, M., Lavery, L., & Engle, P. J. (Forthcoming). Measuring social capital: Accounting for nested data and subnetworks within schools. Social Indicators Research.

Condon, M. (Forthcoming). Voice lessons: Rethinking the relationship between education and political participation. Political Behavior.

Cowen, J. (2007). School choice as a latent variable: Estimating the complier average causal effect of school vouchers in Charlotte. Policy Studies Journal 36 (2): 301-315.

Cowen, J. M., Fleming, D. J., & Gofen, A. (2008). Measuring the motivation to charter: An Examination of school sponsors in Texas. Journal of School Choice, 2 (2), 301-315.

Witte, J., Wolf, P. J., Cowen, J. M., Fleming, D. J., Condon, M., & Lucas-McLean, J. (2010). Milwaukee Parential Choice Program Longitudinal Educational Growth Study Third Year Report. University of Arkansas Educational Working Paper Archive.

Cowen, J. M., Carlson, D. E., & Fleming, D. J. (Forthcoming). “Third-Party Governance and Performance Measurement: The Case of Private School Vouchers.” Journal of Public Administration Research and Theory. doi: 10.1093/jopart/mut017

Cowen, J. M., Fleming, D. J., Witte, J. F., & Wolf, P. J. (2012). “Going Public: Who Leaves a Large, Longstanding, and Widely Available Urban Voucher Program?” American Educational Research Journal. 49(2): 231-256.

Cowen, J. M., Fleming, D. J., Witte, J. F., Wolf, P. J., & Kisida, B. ( 2013). “School Vouchers and Student Attainment: Evidence from a State-Mandated Study of Milwaukee’s Parental Choice Program.” Policy Studies Journal. 41(1): 147-168.

Engle, J., & Shafer, B. (2010). Where are we in history? 2010 in the longest run. The Forum, Vol. 8, Iss. 4, Article 1. DOI: 10.2202/1540-8884.1413. Available at: http://www.bepress.com/forum/vol8/iss4/art1

Fleming, D. J. & Cowen, J. M. (2012). “Secondary Data Analysis.” In Doing Political Science Research, Akan Malici and Liz Smith, Eds. New York: Routledge, 111-132.

Wolf, P. J., Witte, J. F., & Fleming, D. J. (2012). “Special Choices: Do Voucher Schools Serve Students with Disabilities?” Education Next, 12(3): 16-22. (invited journal submission)

Fleming, D. J., Cowen, J. M., Witte, J. F. & Wolf, P. J. (Forthcoming). “Similar Students, Different Choices: Who Uses a School Voucher in an Otherwise Similar Population of Students?” Education and Urban Society.

Halverson, R., Grigg, J. A., Prichett, R., & Thomas, C. (2007). The New instructional leadership: Creating data-driven instructional systems in schools. Journal of School Leadership 17 (2): 159-194.

Borman, G. D., & Grigg, J. A. (2009). The Visual and narrative interpretation of research syntheses. In H. Cooper, L. Hedges, & J. Valentine (Eds.) The Handbook of research synthesis (2nd ed.). New York: Russell Sage Foundation.

Grigg, J. A. (2012). School enrollment changes and student achievement growth: A case study in educational disruption and continuity. Sociology of Education 85(4), 388-404. doi: 10.1177/0038040712441374

Halverson, R., Grigg, J. A., Prichett, R., & Thomas, C. (In press). Data-driven instructional systems: A model for understanding school capacity to meet high-stakes accountability policies. Die Deutsche Schule.

Grigg, J. A., Kelly, K. A., Gamoran, A., & Borman, G. D. (2013). Effects of two scientific inquiry professional development interventions on teaching practice. Educational Evaluation and Policy Analysis. Vol. 35 (1), 38-56. doi: 10.3102/0162373712461851

Hanselman, P., & Borman, G. D. (2013). The impacts of Success for All on reading achievement in grades 3-5: Does intervening during the later elementary grades produce the same benefits as intervening early? Educational Evaluation and Policy Analysis 35 (2): 237-251.

Hanselman, P., Bruch, S. K., Gamoran, A., & Borman, G. D. (2014). Threat in context: School moderation of the impact of social identity threat on racial/ethnic achievement gaps. Sociology of Education 87(2) : 106-124. DOI: 10.1177/0038040714525970

Shoji, M. N., Haskins, A. R., Rangel, D. E., & Sorenson, K. N. (2014). The emergence of social capital in low-income Latino elementary schools. Early Childhood Research Quarterly 29(4): 600-613.

Fiel, J. E., Haskins, A. R., & López Turley, R. N. (2013). Reducing school mobility: A randomized trial of a relationship-building intervention. American Educational Research Journal 50:1188-1218.

Haskins, A. R. (2014). Unintended consequences: Effects of paternal incarceration on child school readiness and later special education placement. Sociological Science 1: 141-157. DOI: 10.15195/v1.a11

Wildeman, C., Haskins, A. R., & Muller, C. (Forthcoming). “Implications of Mass Imprisonment for Inequality among American Children” in The Problem of Punishment. University of Virginia Press.

Hattikudur, S., & Alibali, M. W. (2010). Learning about the equal sign: Does comparing with inequalities help? Journal of Educational Child Psychology, 107(1): 15-30.

McNeil, N. M., Weinberg, A., Hattikudur, S., Stephens, A. C., Asquith, P., Knuth, E. J., & Alibali, M. W. (2010). A is for Apple: Mnemonic symbols hinder the interpretation of algebraic expressions. Journal of Educational Psychology, 102 (3): 625-634.

Hattikudur, S., Prather, R. W., Asquith, P. S., Alibali, M. W., Knuth, E. J., & Nathan, M. (2012). Constructing graphical representations: Exploring middle schoolers’ intuitions and developing knowledge about slope and intercept. School Science and Mathematics 112 (4), 230-240.

Hattikudur, S. & Postle, B. (2011). Effects of test-enhanced learning in a Cognitive Development course. Journal of Behavioral and Neuroscience Research 9(2): 151-157.

Barron, K.E. & Hulleman, C.S. (2006). Is there a formula to help understand and improve student motivation? In Essays from E-xcellence in Teaching, vol. 8. Retrieved [August 5, 2006] from the Society for the Teaching of Psychology Web site: http://list.kennesaw.edu/archives/psychteacher.html

Hulleman, C. S., Durik, A.M., Schweigert, S., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An Integrative analysis. Journal of Educational Psychology 100: 398-416.

Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science (326), 1410-1412.

Harackiewicz, J.M., & Hulleman, C. S. (2010). The importance of interest: The Role of achievement goals and task values in promoting the development of interest. Social and Personality Psychology Compass, 4(1), 42-52.

Hulleman, C.S., Godes, O., Hendricks, B., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880-895.

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