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Submissions from 2017

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Integrating Multimodal Arguments Into High School Writing Instruction, Emily Howell, Tracy Butler, and David Reinking

Submissions from 2016

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Investigating What Matters for Writing Instruction in South Carolina Elementary Schools: Teachers’ Perceptions of Effective Writing Strategies and Barriers to Implementation, Anna H. Hall

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The Writing Attitude Scale for Teachers (WAST), Anna H. Hall

Submissions from 2015

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Improving English Learners Reading Comprehension Through the Use of Vocabulary Strategies, Tracy Butler and Michelle Fowler

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Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature, Anna H. Hall, Amber Simpson, Ying Guo, and Shanshan Wang

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Dancing literacy: Expanding children’s and teachers’ literacy repertoires through embodied knowing, Allison Leonard, Anna H. Hall, and Danielle Herro

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South Korean Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction, Sangho Pang, David Reinking, Amy Hutchison, and Deanna Ramey

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Emotions in Teaching Environmental Education, Cassie F. Quigley

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The Viability of Portraiture for Science Education Research: Learning from Portraits of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, and Nicole Beeman-Cadwallader

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A Brief History of Information Sources in the Late 20th and Early 21st Century (A Simulation), David Reinking and Jamie Colwell

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Sibling Abuse: A Study of School Counselors' Shared Attitudes and Beliefs, Diane Stutey

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Lessons Learned: Collaborative Symbiosis and Responsive Disciplinary Literacy Teaching, Phillip Wilder and Danielle Herro

Submissions from 2014

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“She Never Lets Me Write about It”: Children’s Perspectives on “Choice” in Their Writing Curriculum, Ysaaca Axelrod and Anna H. Hall

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Exploring the Potential of Using Explicit Reflective Instruction through Contextualized and Decontextualized Approaches to Teach First-Grade African American Girls the Practices of Science, Gayle A. Buck, Valarie L. Akerson, Cassie F. Quigley, and Ingrid S. Weiland

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Beyond the Author's Chair: Expanding Sharing Opportunities in Writing, Anna H. Hall

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Making Spelling Meaningful: Using Explicit Instruction and Individual Conferencing, Anna H. Hall

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“I am kind of a good writer and kind of not”: Examining Students’ Writing Attitudes, Anna H. Hall and Ysaaca Axelrod

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Examining Teachers’ Beliefs about the Value of the Common Core English Language Arts Standards, Anna H. Hall, A Hutchison, and K White

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Investigating local sustainable environmental perspectives of Kenyan community members and teachers, Cassie Quigley, James Dogbey, S Megan Che, and Jeffrey Hallo

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Shared Understandings: Environmental perspectives of Kenyan community members and teachers, Cassie Quigley, James Dogbey, S Megan Che, and Jeffrey Hallo

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Creating Space: Pedagogical Choices to Encourage a Third Space in an Urban, Kindergarten Science Classroom, Cassie F. Quigley and Anna H. Hall

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Taking Care: Understanding the Roles of Caregiver and Being Cared for in a Kindergarten Classroom, Cassie Quigley and Anna H. Hall

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‘No One Should Destroy the Forest': Using photo-based vignette interviews to understand Kenyan teachers' views of the environment, Cassie Quigley, Zachary D. Miller, James Dogbey, S Megan Che, and Jeffrey Hallo

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Examining Teachers’ Perceptions of Effective Writing Strategies and Barriers to Implementation, K M. White and Anna H. Hall

Submissions from 2013

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Connecting to Our Community: Utilizing Photovoice as a Pedagogical Tool to Connect College Students to Science, Kristin Cook and Cassie F. Quigley

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"I'm Not Allowed to Write about That in School but at Home I Can": Examining Elementary School Students' Attitudes Toward Writing Instruction, Anna H. Hall and Ysaaca Axelrod

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Examining Elementary School Students' Attitudes toward Writing, Anna H. Hall and Ysaaca D. Axelrod

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Test Review: J. L. Wiederholt & B. R. Bryant. (2012). Gray Oral Reading Tests—Fifth Edition (GORT-5). Austin, TX: Pro-Ed., Anna H. Hall and Rory P. Tannebaum

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Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students' Alphabet Knowledge Skills, Anna H. Hall, Michael D. Toland, Jennifer Grisham-Brown, and Steve Graham

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Taxation and Education: Using Educational Research to Inform Coherent Policy for the Public Good, Robert Knoeppel, David A. Pitts, and Jane Clark Lindle

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The Dancing Alice Project: Computational & Embodied Arts Research in Middle School Education, Alison E. Leonard

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Confronting Persistent Challenges through Research-Based Programming for Experienced School Leaders, Jane Clark Lindle, Kenyae L. Reese, Matthew Della Sala, Hans W. Klar, and Robert C. Knoeppel

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Environmental Agency in Read-Alouds, Alandeom W. Oliveira, Patterson Rogers, Cassie F. Quigley, Denis Samburskiy, Kimberly Barss, and Seema Rivera

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Learning and Reflection in the Midst of Persistent Challenges on Practicing School Leaders’ Time, Kenyae L. Reese, Jane Clark Lindle, Matthew R. Della Sala, Hans W. Klar, Robert C. Knoeppel, Michael Campbell, Frederick C. Buskey, Russ Marion, and Roberto Flores

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Take Creative Action with Data! Two Pilot Programs Lead the Way, Kenyae L. Reese, Jane Clark Lindle, Hans Klar, and Rob Knoeppel

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Involving Families in the Assessment Process, Julie Rutland and Anna H. Hall

Submissions from 2012

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Translating the Statistical Representation of the Effects of Education Interventions Into More Readily Interpretable Forms, Mark W. Lipsey, Kelly Puzio, Cathy Yun, Michael A. Hebert, Kasia Steinka-Fry, Mikel W. Cole, Megan Roberts, Karen S. Anthony, and Matthew D. Busick

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The Potential of Photo-Talks to Reveal the Development of Scientific Discourses, Cassie Quigley and Gayle Buck

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Knowledge, Leadership and the Role of Spirituality: An Exploration of Principal as Spiritual Leader, Amanda Werts, Jane Clark Lindle, Robert C. Knoeppel, Emily Riester Green, and Matt Della Salla

Submissions from 2011

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Writing Development over Time: Examining Preservice Teachers’ Attitudes and Beliefs about Writing, Anna H. Hall and Jennifer Grisham-Brown

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Pushing the Boundaries of Cultural Congruence Pedagogy in Science Education towards a Third Space, Cassie Quigley

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Issues and techniques in translating scientific terms from English to Khmer for a university-level text in Cambodia, Cassie F. Quigley, Alandeom W. Oliviera, Alistair Curry, and Gayle Buck

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Challenges to Inquiry Teaching and Suggestions for How to Meet Them, Cassie Quigley, Jeff C. Marshall, Cynthia C. Deaton, Michelle P. Cook, and Michael Padilla

Submissions from 2010

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Inspiring a Revolution: A Review of Julio Cammarota and Michelle Fine's Revolutionizing Education: Youth Participatory Action Research in Motion, Alison E. Leonard

Submissions from 2009

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Profiles of Urban, Low SES, African American Girls’ Attitudes Toward Science: A Sequential Explanatory Mixed Methods Study, Gayle Buck, Kristin Cook, Cassie F. Quigley, Jennifer Eastwood, and Yvonne Lucas

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Adding Soft-Skills to the Hard Target of Adequacy: The Case for Rearticulation Based on a Multifocal Analysis, Robert C. Knoeppel, Curtis A. Brewer, Jane Clark Lindle, and Patricia F. First

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Item Disaggregation for: Student Behavior from Phone Interviews Public Education Engagement South Carolinians Speak Out, Jane Clark Lindle, James Witte, and Robert Knoeppel

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Item Disaggregation for: Student Behavior from Web Survey Public Education Engagement South Carolinians Speak Out, Jane Clark Lindle, James Witte, and Robert Knoeppel

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Innovative Public Engagement Practices and Partnerships: Lifting Stakeholder Voices in Education Accountability Policy, Monica Wills, Curtis Brewer, Robert Knoeppel, James Witte, Roy Pargas, and Jane Clark Lindle

Submissions from 2004

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Content Validity of the Interstate School Leaders Licensure Consortium's (ISLLC) Standards for School Leaders: To What Extent Do ISLLC Skill Indicators Describe School Leaders' Instructional Leadership Work?, Jane Clark Lindle, Nancy Stalion, and Lu Young

Submissions from 2001

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School Based Decision Making, Jane Clark Lindle

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Teaching and Learning Reform: Curriculum, the Kentucky Department of Education, & The Educational Professional Standards Board, Jane Clark Lindle

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Schools on Probation in the States of Maryland and Kentucky. Technical Report. Volumes I-IV, Heinrich Mintrop, James Cibulka, and Jane Clark Lindle

Submissions from 2000

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Accountability Policy at the Street Level in Kentucky: Teachers and Administrators Debate the Fairness of Continuous Improvement versus Relative Standing, Jane Clark Lindle

Submissions from 1999

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"Hasn't Anyone Else Done This Right?" A Field Note on the Political Realities and Perceptions in Modifying Kentucky's High Stakes Accountability System, Jane Clark Lindle

Submissions from 1998

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How Does a Principal Use Kentucky's High Stakes Assessment To Monitor and Improve Student Learning?, Ora Cobb Jr, Jane Clark Lindle, and James S. Rinehart

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Are School Boards an Effective Means of School Governance? A Micropolitical Perspective, Jane Clark Lindle

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Can State Reform Shape the Culture and Definition of Professionalism in Schools?, Jane Clark Lindle

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Emerging Issues with the Predictive Applications of the GRE in Educational Administration Programs: One Doctoral Program's Experience, Jane Clark Lindle and James S. Rinehart

Submissions from 1997

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Boundaries of Trust and Confidence: Negotiating Evaluation and Research Constraints in the Context of Kentucky's Systemic Reform, Lois Adams-Rodgers and Jane Clark Lindle

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Whoever Heard of Standardized Art? The Complexity of Using Portfolios for Licensing Principals, Jane Clark Lindle

Submissions from 1996

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The Wisdom of Teacher Involvement in School-Linked Social Services, Jane Clark Lindle

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Overview of Results from 1994 & 1995 School-Based Decision Making Surveys, Jane Clark Lindle, Bruce S. Gale, and Brenda Curry-White

Submissions from 1992

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Challenges and Successes with Including Kentucky's Parents in School-Based Decision Making: Pilot Year School Councils Respond, Jane Clark Lindle

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Developing School Based Decision Making Capacities in Kentucky: Communication Satisfaction after the Pilot Year, Jane Clark Lindle

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School Leadership and Educational Reform: Parent Involvment, the Education for Handicapped Children Act, and the Principal, Jane Clark Lindle