NOTE: The numbers are project and activity numbers.
CDS Report No. 2: Slavin, Robert E., Nancy A. Madden, Nancy L. Karweit, Lawrence Dolan and Barbara A. Wasik (May 1990). Success for All: Effects of variations in duration and resources of a schoolwide elementary restructuring program.
CDS Report No. 18: Madden, Nancy A., Robert E. Slavin, Nancy L. Karweit, Lawrence Dolan and Barbara A. Wasik (May 1991). Success for All: Multi-year effects of a schoolwide elementary restructuring program.
CDS Report No. 28: Madden, Nancy A., Slavin, Robert E., Karweit, Nancy L., Dolan, Lawrence, and Barbara A. Wasik (March 1992). Success for All: Longitudinal Effects of A Restructuring Program for InnerCity Elementary Schools.
CDS Report No. 35: Slavin, Robert E., Lawrence J. Dolan, Nancy A. Madden, Nancy L. Karweit, and Barbara A. Wasik (July 1992). Success for All: Policy Implications.
CDS Report No. 43: Slavin, Robert E., Nancy A. Madden, Lawrence J. Dolan, and Barbara A. Wasik (July 1993). Success for All: Evaluations of National Replications.
Ross, Steven, Lana Smith, J. Casey and B. Johnson (1993). Final Report: 1992-93 Success for All program in Caldwell Idaho. Memphis TN: Center for Research in Educational Policy, Memphis State University.
Ross, Steven, Lana Smith, J. Casey and R. Slavin (1993). Increasing the academic success of disadvantaged children: An examination of alternative early intervention strategies. Memphis TN: Center for Research in Educational Policy, Memphis State University.
Slavin, Robert E., Nancy A. Madden, Lawrence J. Dolan, and Barbara A. Wasik (December 1993). Success for All in the Baltimore City Public Schools: Year 6 Report.
Slavin, Robert E., Nancy A. Madden, Lawrence J. Dolan, Barbara A. Wasik, Steven Ross, and Lana Smith (April 1994). Success for All: Longitudinal Effects of Systemic School-by-School Reform in Seven Districts.
Slavin, Robert E., Lawrence J. Dolan, and Nancy A. Madden (November 1994). Scaling Up: Lessons Learned in the Dissemination of Success for All.
Smith, Lana, Steven Ross, B. Johnson and J. Casey (1993). Final report: 1992-93 Success for All program in Memphis TN. Memphis TN: Center for Research in Educational Policy, Memphis State University.
Smith, Lana, Steven Ross, B. Johnson and J. Casey (1993). Final report: 1992-93 Success for All program in Fort Wayne IN. Memphis TN: Center for Research in Educational Policy, Memphis State University.
Journal Articles
Madden, Nancy A., Robert E. Slavin, Nancy L. Karweit, Lawrence Dolan and Barbara A. Wasik (1993). Success for All: Longitudinal Effects of a Schoolwide Elementary Restructuring Program. American Educational Research Journal, 30, 123-148.
Madden, Nancy A., Slavin, Robert E., Karweit, Nancy L., Dolan, Lawrence, and Barbara A. Wasik (April 1991). Success for All: Longitudinal effects of a schoolwide elementary restructuring program. Phi Delta Kappan 72: (8), 593599.
Madden, Nancy A., Slavin, Robert E., Karweit, Nancy L., Dolan, Lawrence, and Barbara A. Wasik (April 1991). Success for All: Ending reading failure from the beginning. Language Arts 68: 404-409.
Slavin, Robert E., Nancy A. Madden, Nancy L. Karweit, Barbara J. Livermon, and Lawrence Dolan (1990). Success for All: First-year outcomes of a comprehensive plan for reforming urban education. American Educational Research Journal, 27, 255-278.
Slavin, Robert E. (1992). Early intervention in teaching reading skills prevents failures in higher grades. School Board News, 12 (23), 2, 5.
Slavin, Robert E., Nancy A. Madden, Lawrence J. Dolan, Barbara A. Wasik, Steven Ross and Lana Smith (April 1994). "Whenever and wherever we choose...." The replication of Success for All. Phi Delta Kappan 75: (8), 639-647.
Book Chapters
Slavin, Robert E., Nancy A. Madden, Nancy L. Karweit, Lawrence Dolan, and Barbara A. Wasik (1994). Success for All: A comprehensive approach to prevention and early intervention. In In Slavin, R. E., Karweit, N. L., and Wasik, B. A. (eds.), Preventing early school failure: Research, policy, and practice. Boston: Allyn & Bacon.
Slavin, Robert E., Nancy A. Madden, Alta H. Shaw, K. Lynne Mainzer and Mary C. Donnelley (1993). Success for All: Three Case Studies of Comprehensive Restructuring of Urban Elementary Schools. In J. Murphy and P. Hallinger (Eds.), Restructuring Schooling: Learning from Ongoing Efforts. Newbury Park CA: Corwin.
Slavin, Robert E. and Nancy A. Madden (in press). Success for All: Creating Schools and Classrooms in Which All Children Can Read. In J. Oakes (Ed.), New Educational Communities: Creating Schools and Classrooms in Which All Students Can Be Smart.
Books
Slavin, Robert E., Nancy A. Madden, Nancy L. Karweit, Lawrence J. Dolan, and Barbara A. Wasik (1992). Success for All: A Relentless Approach to Prevention and Early Intervention in Elementary Schools. Arlington VA: Educational Research Service.
Publications Related to the Development of Cooperative Learning Process in Success for All, and Integrating Success for All into Chapter 1
Slavin, Robert E. (1990). Research on cooperative learning: Consensus and controversy. Educational Leadership, 47(4), 52-55.
Slavin, Robert E. (1990). On making a difference. Educational Researcher, 19 (3), 30-34.
Slavin, Robert E. (1990). Comprehensive cooperative learning models: Embedding cooperative learning in the curriculum and the school. In S. Sharan (ed.), Cooperative Learning: Theory and Research. New York: Praeger.
Slavin, Robert E. (1990). General education under the Regular Education Initiative: How must it change? Remedial and Special Education, 11 (3), 40-61.
Slavin, Robert E. (April 1991). Chapter 1: A vision for the next quartercentury. Phi Delta Kappan 72:(8), 586592.
Slavin, Robert E. (1991). Are cooperative learning and untracking harmful to the gifted? Educational Leadership, 48 (6), 6871.
Slavin, Robert E. (1991). Group rewards make groupwork work. Educational Leadership 48: No. 5, 8991.
Slavin, Robert E., Madden, N. A., Karweit, N. L., Dolan, L., Wasik, B. A., Shaw, A., Mainzer, K. L and B. Haxby (1991). Neverstreaming: Prevention and early intervention as an alternative to special education. Journal of Learning Disabilities 24: 373378.
Slavin, Robert E. (1991). Cooperative learning and group contingencies. Journal of Behavioral Education 1: 105115.
Slavin, Robert E. (1991). Normal curve equivalent gains: Handle with care. ERS Bulletin 9: 311.
Slavin, Robert E. and Nancy A. Madden (1991). Modifying Chapter 1 program improvement guidelines to reward appropriate practices. Educational Evaluation and Policy Analysis 4: 369379.
Slavin, Robert E. and Robert J. Stevens (1991). Cooperative learning and mainstreaming. In J. W. Lloyd, N. N. Singh, and A. C. Repp (eds.), The regular education initiative: Alternative perspectives on concepts, issues, and models. Sycamore IL: Sycamore.
Slavin, Robert E. (1992). When and why does cooperative learning increase achievement? Theoretical and empirical perspectives. In R. Hertz-Lazarowitz and N. Miller (eds.), Interaction in cooperative groups: The theoretical anatomy of group learning. New York: Cambridge University Press.
Slavin, Robert E. (1992). Grouping. In L. R. Williams and D. P. Fromberg (eds.), Encyclopedia of early childhood education. New York: Garland.
Slavin, Robert E. (1992). Co-operative learning. In C. Rogers and R. Kutnick (eds.), The social psychology of the primary school. London: Routledge.
Slavin, Robert E. (1992). Cooperative learning in social studies: Balancing the social and the studies. In R. J. Stahl and R. L. VanSickle (eds.), Cooperative learning in the social studies classroom. Washington DC: National Council for the Social Studies.
Slavin, Robert E. (December 1993). Students Differ -- So What? Educational Researcher 22: No. 9, 13-14.
Slavin, Robert E. (1993). Untracking: The 97% Solution. College Board Review, 168, 27-35.
Slavin, Robert E. (Spring 1994). After the Victory: Making Funding Equity Make a Difference. Theory into Practice 33: (2), 98-103.
Slavin, Robert E. Outcome-Based Education is Not Mastery Learning (March 1994). Educational Leadership 51: No. 6, 14-15.
Slavin, Robert E. (1995). Cooperative Learning and Intergroup Relations. In J. A. Banks and C. A. Banks (Eds.), Handbook of Research on Multicultural Education. New York: MacMillan.
Slavin, Robert E. (in press). Cooperative Learning and Student Diversity. In R. Ben-Ari and Y. Rich (Eds), Understanding and Treating Diversity in Education: An International Perspective. New York: MacMillan.
Slavin, Robert E., Nancy A. Madden and Robert J. Stevens (in press). Cooperative integrated reading and composition: Applications for the language arts classroom. In R. J. Stahl (Ed.), Cooperative Learning in language arts: A handbook for teachers. Boston: Addison-Wesley.
Stevens, Robert J. and Robert E. Slavin (in press). A Cooperative Learning Approach to Accommodating Student Diversity in Reading and Writing: Effects on Handicapped and Non-Handicapped Students. Elementary School Journal.
Stevens, Robert J., Robert E. Slavin and Nancy L. Madden (July 1991). Cooperative Integrated Reading and Composition (CIRC): Effective cooperative learning in reading and language arts. Cooperative Learning 11: (4), 1618.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 5: Slavin, Robert E., Mary Leighton, and Renee Yampolsky (June 1990). Success for All: Effects on the achievement of Limited English Proficient children.
CDS Report No. 14: Slavin, Robert E. and Renee Yampolsky (March 1991). Success for All: Effects on language minority students.
CDS Report No. 29: Slavin, Robert E. and Renee Yampolsky (March 1992). Success for All: Effects on Students with Limited English Proficiency A ThreeYear Evaluation.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 2: Slavin, Robert E., Nancy A. Madden, Nancy L. Karweit, Lawrence Dolan and Barbara A. Wasik (May 1990). Success for All: Effects of variations in duration and resources of a schoolwide elementary restructuring program.
CDS Report No. 18: Madden, Nancy A., Robert E. Slavin, Nancy L. Karweit, Lawrence Dolan and Barbara A. Wasik (May 1991). Success for All: Multi-year effects of a schoolwide elementary restructuring program.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 37: Winfield, Linda F., Randolph Hawkins, and Samuel Stringfield (October 1992). A Description of Chapter 1 Schoolwide Projects and Effects on Student Achievement in Six Case Study Schools.
Journal Article
Winfield, Linda (1991). Lessons from the field: Case studies of evolving schoolwide projects. Educational Evaluation and Policy Analysis 13: No. 4.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 46: Winfield, Linda F. and Randolph Hawkins (November 1993). Longitudinal Effects of Chapter 1 Schoolwide Projects on the Achievement of Disadvantaged Students.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 6: Wasik, Barbara A. and Robert E. Slavin (June 1990). Preventing early reading failure with one-to-one tutoring: A best-evidence synthesis.
Wasik, Barbara (1994). An Evaluation of the HOSTS Program at Robert Coleman Elementary School.
Wasik, Barbara A., Alta Shaw, Nancy Madden, and Robert Slavin (1994). Success for All at Pepperhill Elementary School: First-Year Evaluation.
Wasik, Barbara A. (April 1995). Characteristics of Unsuccessful Students in Success for All.
Journal Article
Wasik, Barbara A. and Robert E. Slavin (1993). Preventing Early Reading Failure with One-to-One Tutoring: A Review of Five Programs. Reading Research Quarterly, 28, (2), 179-200.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
Wasik, Barbara (1994). An Evaluation of the HOSTS Program at Robert Coleman Elementary School.
Wasik, Barbara A., Alta Shaw, Nancy Madden, and Robert Slavin (1994). Success for All at Pepperhill Elementary School: First-Year Evaluation.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
Wasik, Barbara A. and Nancy A. Madden (1993). Success for All Tutoring Manual (2nd Revision).
Journal Articles
Karweit, Nancy L. (March 1992). The Kindergarten Experience. Educational Leadership 49: No. 6, 8286.
Book Chapters
Karweit, Nancy L. (1994). Can preschool alone prevent early reading failure? In R. E. Slavin, N. L. Karweit, B. A. Wasik, and N. A. Madden (Eds.). Preventing Early School Failure: Research, Policy, and Practice. Boston: Allyn & Bacon.
Karweit, Nancy (1992). Effective preschool and kindergarten programs for students at risk. In B. Spodek (ed.), Handbook of Research on the Education of Young Children.
Journal Article
Karweit, Nancy (1992). The kindergarten experience. Educational Leadership, Vol. 49, 82-86.
Book Chapter
Karweit, Nancy L. (1994). Issues in kindergarten organization and curriculum. In R. E. Slavin, N. L. Karweit, B. A. Wasik, and N. A. Madden (Eds.). Preventing Early School Failure: Research, Policy, and Practice. Boston: Allyn & Bacon.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
Karweit, Nancy L. (December 1993). The Effect of Story Reading on the Language Development of Disadvantaged Kindergarten and Pre-Kindergarten Students.
Book Chapter
Karweit, N. L. (1994). The Effect of Story Reading on the Language Development of Disadvantaged Prekindergarten and Kindergarten Students. In D. Dickinson (ed.), Bridges to Literacy: Approaches to Supporting Child and Family Literacy. London: Basil Blackwell.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
Karweit, Nancy L. (December 1993). Summer Achievement Growth and the Effectiveness of Summer School.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 16: Karweit, Nancy L. (May 1991). Repeating a grade -- Time to grow or denial of opportunity?
Book Chapter
Karweit, Nancy (1992). Retention policy. In M. Alkin (ed.), Encyclopedia of Educational Research, Sixth Edition. 1114-18. New York: MacMillan.
Journal Article
Karweit, Nancy (October 1993). Driving School Improvement with Assessments: Some Implications from Chapter 1. NASSP Bulletin, 1-11.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 41: Karweit, Nancy L. and Barbara A. Wasik (November 1992). A Review of the Effects of Extra-Year Kindergarten Programs and Transitional First Grades.
Book Chapter
Karweit, Nancy L. and Barbara A. Wasik (1994). Extra Year Kindergarten Programs and
Transitional First Grades. In R. E. Slavin, N. L. Karweit, B. A. Wasik, and N. A. Madden
(Eds.). Preventing Early School Failure: Research, Policy, and Practice. Boston: Allyn & Bacon.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 10: Gottfredson, Gary D. and Denise C. Gottfredson (August 1990). An approach to reducing risk through school system restructuring.
CDS Report No. 25: Gottfredson, Denise C., Elizabeth Marciniak, Ann T. Birdseye, and Gary D. Gottfredson (November 1991). Increasing teacher expectations for student achievement: An evaluation.
Gottfredson, Gary D. and Denise C. Gottfredson (April 1991). Achieving School Improvement through School District Restructuring: Report on the Second Year.
Gottfredson, Gary D., Lois G. Hybl, and Claire Eadon (April 1991). An Evaluation of the Success for All Chapter 1 Program: Costs, Implementation, and Year 1 Results.
Gottfredson, Gary D. and Mark Melia (April 1991). An Analysis of the Accumulation of Overage Students in Charleston County School District 1980-1990.
Book Chapter
Gottfredson, Denise C. (1990). Changing school structures to benefit high risk youths. In P. Leone (ed.), Understanding troubled and troubling youth: Multidisciplinary perspectives. Newbury Park CA: Sage.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 30: Dolan, Lawrence J. (March 1992). Models for Integrating Human Services into the School.
CDS Report No. 31: Dolan, Lawrence J. and Barbara G. Haxby (April 1992). The Role of Family Support and Integrated Human Services in Achieving Success for All in the Elementary School.
Book Chapter
Dolan, Lawrence (in press). An evaluation of family support and integrated services in six elementary schools. In L. Rigsby (ed.), School and community connections: Exploring research and practice. San Francisco: Jossey-Bass.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 33: Gutierrez, Roberto and Robert E. Slavin (June 1992). Achievement Effects of the Nongraded Elementary School.
CDS Report No. 38: Legters, Nettie and Robert E. Slavin (October 1992). Elementary Students at Risk: A Status Report.
Journal Articles
Gutierrez, Roberto and Robert Slavin (1992). Achievement effects of the nongraded elementary school: A best-evidence synthesis. Review of Educational Research, 62, 333-376.
Slavin, Robert E. (1991). Reading effects of IBM's Writing to Read program: A review of evaluations. Educational Evaluation and Policy Analysis, 13, 112.
Slavin, Robert E. (1991). Class size and student achievement: Is smaller better? Contemporary Education 62: 612.
Slavin, Robert E. (1992). The nongraded elementary school: Great potential, but keep it simple. Educational Leadership, 50 (2), 24-25.
Slavin, Robert E. (1993). Ability Grouping in the Middle Grades: Effects and Alternatives. Elementary School Journal, 93, 535-552.
Reports Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 26: Slavin, Robert E., Nancy L. Karweit, and Barbara A. Wasik (November 1991). Preventing early school failure: What works?
Journal Article
Slavin, Robert E., Nancy L. Karweit, and Barbara A. Wasik (1992/93). Preventing early school failure: What works? Educational Leadership, 50(4), 10-18.
Book
Slavin, R. E., Karweit, N. L., and Wasik, B. A. (eds.). (1994). Preventing early school failure: Research, policy, and practice. Boston: Allyn & Bacon.
Book Chapters
Karweit, Nancy L. and Barbara A. Wasik (1994). Extra Year Kindergarten Programs and Transitional First Grades. In R. E. Slavin, N. L. Karweit, B. A. Wasik, and N. A. Madden (Eds.). Preventing Early School Failure: Research, Policy, and Practice. Boston: Allyn & Bacon.
Karweit, Nancy L. (1994). Issues in kindergarten organization and curriculum. In R. E. Slavin, N. L. Karweit, B. A. Wasik, and N. A. Madden (Eds.). Preventing Early School Failure: Research, Policy, and Practice. Boston: Allyn & Bacon.
Karweit, Nancy L. (1994). Can preschool alone prevent early reading failure? In R. E. Slavin, N. L. Karweit, B. A. Wasik, and N. A. Madden (Eds.). Preventing Early School Failure: Research, Policy, and Practice. Boston: Allyn & Bacon.
Slavin, Robert E. (1994). Preventing early school failure: The challenge and the opportunity. In Slavin, R. E., Karweit, N. L., and Wasik, B. A. (eds.), Preventing early school failure: Research, policy, and practice. Boston: Allyn & Bacon.
Slavin, Robert E., Nancy A. Madden, Nancy L. Karweit, Lawrence Dolan, and Barbara A. Wasik (1994). Success for All: A comprehensive approach to prevention and early intervention. In In Slavin, R. E., Karweit, N. L., and Wasik, B. A. (eds.), Preventing early school failure: Research, policy, and practice. Boston: Allyn & Bacon.
Slavin, Robert E. (1994). Preventing early school failure: Implications for policy and practice. In Slavin, R. E., Karweit, N. L., and Wasik, B. A. (eds.), Preventing early school failure: Research, policy, and practice. Boston: Allyn & Bacon.
Slavin, Robert E. (1994). School and classroom organization in beginning reading: Class size, aides, and instructional grouping. In Slavin, R. E., Karweit, N. L., and Wasik, B. A. (eds.), Preventing early school failure: Research, policy, and practice. Boston: Allyn & Bacon.
Wasik, Barbara A. and Nancy L. Karweit (1994). Off To a Good Start: Effects of BirthtoThree Interventions on Early School Success. In R. E. Slavin, N. L. Karweit, B. A. Wasik, and N. A. Madden (Eds.). Preventing Early School Failure: Research, Policy, and Practice. Boston: Allyn & Bacon.
Journal Articles
Stringfield, Samuel and C. Teddlie (1991). School, classroom, and student level indicators of rural school effectiveness. Journal of Research in Rural Education, 7 (3), 15-28.
Stringfield, Samuel and C. Teddlie (1991). Observors as predictors of schools' multiyear outlier status. Elementary School Journal 91: (4), 357376.
Stringfield, Samuel (April 1991). The people of Chapter 1: Gilbert Martinez. Phi Delta Kappan 72: (8), 581.
Stringfield, Samuel (April 1991). The people of Chapter 1: Karen Underwood. Phi Delta Kappan 72: (8), 606607.
Stringfield, Samuel, S. Billig and A. Davis (April 1991). A research based program improvement process for Chapter 1 schools. Phi Delta Kappan 72: (8), 600606.
Stringfield, Samuel (1991). Introduction to the special issue on Chapter 1 policy and evaluation. Educational Evaluation and Policy Analysis 13: No 4, 325327.
Stringfield, Samuel, S. Billig and A. Davis (1991). Chapter 1 program improvement: Cause for cautious optimism and a call for much more research. Educational Evaluation and Policy Analysis 13: No. 4, 399406.
Book
Teddlie, Charles and Sam Stringfield (1993). Schools make a difference: Lessons learned from a 10-Year study of school effects. New York: Teachers College Press.
Book Chapters
Stringfield, Samuel and C. Teddlie (1991). Schools as affectors of teacher effects. In H. Waxman & H. Walberg (eds.), Effective teaching: Current research. (pp. 161179), Berkeley CA: McCutchan.
Stringfield, Samuel and C. Teddlie (1991). Schools as affectors of teacher effects. In H. Waxman & H. Walberg (eds.), Effective teaching: Current research. (pp. 161179), Berkeley CA: McCutchan.
Stringfield, S. and N. Yoder (1992). Toward a Model of Elementary Grades Chapter 1 Effectiveness. Pp. 203221 in H. Waxman, J. DeFelix, J. Anderson, and P. Baptiste (eds.), Students at risk in atrisk schools. Newbury Park CA: Sage.
Stringfield, Samuel, C. Teddlie, R. Wimpelberg and P. Kirby (1992). A FiveYear Followup of More and Less Effective Schools in the Louisiana School Effectiveness Study. In J. Bashi and Z. Sass (eds.). School Effectiveness and Improvement: Selected Proceedings from the Third International Congress on School Effectiveness (pp 381414). Jerusalem: Magnes.
Stringfield, Samuel and Robert Slavin (1992). An hierarchical, longitudinal model for elementary school effects. In B. Creemers and G. Reezigt (eds.), Evaluation of Educational Effectiveness, Groningen, The Netherlands: Interuniversity Center for Educational Research.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 1: Braddock, Jomills H. II (February 1990). Tracking: Implications for student raceethnic subgroups.
CDS Report No. 4: Epstein, Joyce L. and Karen Clark Salinas (May 1990). Promising programs in major academic subjects in the middle grades.
Journal Articles
Braddock, Jomills H. II and Robert E. Slavin (1993). Why Ability Grouping Must End: Achieving Excellence and Equity in American Education. Journal of Intergroup Relations, 20, 51-64.
Braddock, Jomills H. II. (1990). Tracking the Middle Grades: National Patterns of Grouping for Instruction. Phi Delta Kappan 71: 445449.
Braddock, Jomills H. II and James M. McPartland (April 1990). Alternatives to tracking. Educational Leadership, 7679.
Epstein, Joyce L. and Karen Salinas (1991). New directions in the middle grades. Childhood Education 67: No. 5, 285291.
Natriello, Gary, Aaron M. Pallas, Edward L. McDill and James M. McPartland. (April 1990). Keeping students in school: Academic and affective strategies. Special Services in the Schools 5: No. 3/4, 17995.
Slavin, Robert E. (1990). Achievement effects of ability-grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60, 471-499.
Slavin, Robert E. (1991). A synthesis of research on cooperative learning. Educational Leadership 48: No. 5, 7172.
Books and Monographs
Bellanca, James and Elizabeth Swartz (Eds) (1993). The Challenges of Detracking: A Collection. Palatine, IL: IRI/Skylight Publishing. (Collection includes reprints of articles on tracking research by Braddock and Slavin.)
Epstein, Joyce L. and Karen Salinas (1992). Promising Programs in the Middle Grades. Reston VA: National Association of Secondary School Principals.
McPartland, James M. & Robert E. Slavin. (July 1990). Increasing achievement of atrisk students at each grade level. Washington DC: U. S. Department of Education, Office of Educational Research and Improvement.
Natriello, Gary, Edward L. McDill and Aaron M. Pallas (1990). Schooling disadvantaged children: Racing against catastrophe. New York: Teachers College Press.
Book Chapters
Braddock, Jomills H. II and McPartland, James M. (1993). Education of Early Adolescents. Pp. 135-170 in Darling-Hammond, Linda (Ed.), Review of Research in Education, 19, Washington DC: AERA.
Braddock, Jomills H. II. (1991). Tracking: Implications for African American Youth. In V. Gadsden and D. Wagner (Eds.), Literacy Among Black Youth: Issues in Learning, Teaching, and Schooling. Norwood NJ: Ablex.
Braddock, Jomills H. II and William T. Trent (1991). Correlates of academic performance among Black graduate and professional students. In W. Allen and E. Epps (Eds.), College in Black and White. Stonybrook: SUNY Press.
McDill, Edward L. (1992). Compensatory education. In M. Alkin (ed.), Encyclopedia of Educational Research (Sixth Edition). New York: MacMillan.
McPartland, James M. and Ralph Fessler (1992). Staffing patterns. In M. Alkin (ed.), Encyclopedia of Educational Research, Sixth Edition. 1252-1259. New York: MacMillan.
McPartland, James M. and Jomills H. Braddock II (1993). A Conceptual Framework on Learning Environments and Student Motivation for Language Minority and Other Underserved Populations. Pp. 1-4 in Proceedings of the Third National Research Symposium on Limited English Proficient Students' Issues. Washington DC: National Clearinghouse for Bilingual Education, George Washington University.
McPartland, James. M. (1994). Dropout prevention in theory and practice. Pp. 255-276 in A. Montgomery and R. Rossi (eds.), Schools and students at risk: Context and framework for positive change. NY: Teachers College Press.
Reports Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 7: Mac Iver, Douglas J. and Joyce L. Epstein (July 1990). How equal are opportunities for learning in disadvantaged and advantaged middle grades schools?
CDS Report No. 9: Mac Iver, Douglas J. (July 1990). A national description of report card entries in the middle grades.
CDS Report No. 22: Mac Iver, Douglas J. (October 1991). Helping students who fall behind: Remedial activities in the middle grades.
CDS Report No. 34: Epstein, Joyce L. and Douglas J. Mac Iver (July 1992). Opportunities to Learn: Effects on Eighth Graders of Curriculum Offerings and Instructional Approaches.
Journal Articles
Braddock, Jomills H. II and Marvin P. Dawkins (1993). Ability grouping, aspirations, and attainments: Evidence from the National Longitudinal Study of 1988. Journal of Negro Education, 62(3): 324-336.
Mac Iver, Douglas J. and Joyce L. Epstein (1991). Responsive practices in the middle grades: Teacher teams, advisory groups, remedial instruction, and school transition programs. American Journal of Education 99: No. 1, 587622.
Mac Iver, Douglas J. and Joyce L. Epstein (May 1993). Middle Grades Research: Not Yet Mature, But No Longer a Child. Elementary School Journal, 93, 519-534.
McPartland, James M. (1990). Staffing decisions in the middle grades: Balancing quality instruction and teacher/student relations. Phi Delta Kappan 71: 465-469.
Petersen, A. C. and Joyce L. Epstein (1991). Development and education across adolescence: Introduction to the special issue. American Journal of Education 99: 373378.
(1) Evaluation, Reward, and Recognition Structures
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 12: Riehl, Carolyn, Aaron M. Pallas and Gary Natriello (March 1991). More responsive high schools, student information, and problem solving.
CDS Report No. 13: Riehl, Carolyn, Aaron M. Pallas and Gary Natrillo (March 1991). Annotated bibliography: The use of information by educators.
CDS Report No. 15: Natriello, Gary, Aaron M. Pallas and Carolyn Riehl (April 1991). Creating more responsive student evaluation systems for disadvantaged students.
CDS Report No. 23: Pallas, Aaron M., Gary Natriello, and Carolyn Riehl (October 1991). An analysis of how high school staff members value and exchange information on student performance.
CDS Report No. 32: Mac Iver, Douglas J. (June 1992). Motivating Disadvantaged Early Adolescents to Reach New Heights: Effective Evaluation, Reward, and Recognition Structures.
CDS Report No. 39: Riehl, Carolyn, Gary Natriello, and Aaron Pallas (October 1992). Losing Track: The Dynamics of Student Assignment Processes in High School.
CDS Report No. 47: Natriello, Gary, Carolyn J. Riehl, and Aaron M. Pallas (April 1994).
Between the Rock of Standards and the Hard Place of Accommodation: Evaluation Practices of Teachers in High Schools Serving Disadvantage Students.
Book Chapter
Pallas, Aaron M., Gary Natriello and Edward L. McDill (in press). Changing students/changing needs. Chapter 3 in Flaxman, E. and A. Harry Passow (Eds.), Changing Populations,
Changing Schools. Yearbook of the National Society for the Study of Education.
(2) Alternatives to Tracking and Retention
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 50: Reuman, David A. and Douglas J. Mac Iver (November 1994). Effects of Instructional Grouping on Seventh Graders' Academic Motivation and Achievement.
Mac Iver, Douglas J., and David A. Reuman (April 1995). Building Peer Support for Achievement and Winning the Battle of Requirements in Heterogeneous High School Biology Classrooms: The Windham High School Challenge Program.
Incentives for Improvement Resource Catalog (Spring 1994).
Incentives for Improvement Program Teacher's Manual and Guide to the Electronic Gradebook (1994). Douglas J. Mac Iver and Leslie A. Norman.
Journal Articles
Mac Iver, Douglas J., Stipek, D. J. and D. H. Daniels (1991). Explaining midsemester changes in student effort in junior and senior high school courses. Journal of Educational Psychology 83: (2), 20111.
Mac Iver, Douglas J. and David A. Reuman (Winter, 1993/1994). Giving Their Best: Grading and Recognition Practices That Motivate Students To Work Hard. American Educator, pp. 24-31.
Book Chapters
Mac Iver, Douglas J. (1992). Scheduling and school organization. In M. Alkin (ed.), Encyclopedia of Educational Research (Sixth Edition). New York: MacMillan.
Mac Iver, Douglas J. (1993). Effects of improvement-focused student recognition on young adolescents' performance and motivation in the classroom. In P.R. Pintrich and M. L. Maehr (eds.), Advances in motivation and achievement: Volume 8 -- Motivation and Adolescence. (Pp. 193-218). Greenwich CT: JAI Press.
Mac Iver, Douglas J. (in press, 1995). Social structuring of the school. In M. R. Rosenzweig and L. W. Porter (Eds.), Annual Review of Psychology, Vol. 46. Palo Alto CA: Annual Reviews Inc.
(3) Curriculum Improvements to Meet Student Needs
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 36: Stevens, Robert J. and Scott Durkin (September 1992). Using Student Team Reading and Student Team Writing in Middle Schools: Two Evaluations.
CDS Report No. 40: Becker, Henry J. (November 1992). Top Down Versus Grass Roots Decision Making about Computer Acquisition and Use in American Schools.
Becker, Henry J. How Our Best ComputerUsing Teachers Differ from Other Teachers: Implications for Realizing the Potential of Computers in Schools.
Becker, Henry J. A Model for Improving the Performance of Integrated Learning Systems: Mixed Individualized/Group/Whole Class Lessons, Cooperative Learning, and Organizing Time for Teacherled Remediation of Small Groups.
Stringfield, Samuel (1994). Fourth-Year Evaluation of the Calvert School Program at Barclay School.
Student Team Reading: Teacher's Manual (1989). Robert Stevens.
Student Team Writing: Teacher's Manual (1990). Robert Stevens, Joan Hammonds.
Journal Articles
Becker, Henry J. (February 1991). Encyclopedias on CDROM. Educational Technology 31: No. 2, 720.
Becker, Henry J. (November 1991). How computers are used in United States schools: Basic data from the 1989 IEA Computers in Education Survey. Journal of Educational Computing Research 7: No. 4, 385406.
(4) Staffing Arrangements for a More Supportive Human Environment
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 17: McPartland, James M. and Saundra Murray Nettles (May 1991). Using community adults as advocates or mentors for at-risk middle school students: A two-year evaluation of Project RAISE.
Hollifield, John H. (Ed.) (December 1993). The Essential School Program in an Urban High School: Qualitative and Quantitative Evaluations.
Jordan, Will J. (November 1994). The One-Room Schoolhouse Revisited: An Alternative Strategy for Educating At-Risk Students.
McPartland, James M. (1994). How Departmentalized Staffing and Interdisciplinary Teaming Combine for Effects on Middle Grades Students.
McPartland, James M. and Barbara Schneider (1994). Opportunities to learn and student diversity: Prospects and pitfalls of a common core curriculum.
Journal Articles
Gottfredson, Denise C. and Gary D. Gottfredson (Spring 1993). Managing Adolescent Behavior: A Multiyear, Multischool Study. American Educational Research Journal 30: No. 1, 179-215.
Hollifield, John H. (April 1993). Changing School Organizational Structures to Facilitate the Academic Achievement of Minority Youth. In Achieving Diversity: Strategies for the Recruitment and Retention of Traditionally Underrepresented Students. NACAC Commission on Minority Participation in Higher Education, National Association of College Admission Counselors. Alexandria VA: NACAC Publications.
McPartland, James M. and Saundra Murray Nettles (1991). Using outside adults as advocates or mentors for atrisk middle school students: A twoyear evaluation of project RAISE.
American Journal of Education 99: No. 4, 568586.
Monograph
Nettles, Saundra Murray and Brenda Greenberg (1991). Evaluation of the Baltimore science/math enrichment project. New York: National Executive Service Corps.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 27: Gottfredson, Gary D., Saundra Murray Nettles and Barbara McHugh (March 1992). Meeting the Challenges of Multicultural Education.
CDS Report No. 42: McHugh, Barbara, Saundra Murray Nettles and Gary D. Gottfredson (February 1993). Meeting the Challenges of Multicultural Education: Second Report from the Evaluation of the Pittsburgh Prospect Multicultural Education Center.
CDS Report No. 44: Nettles, Saundra Murray and Joseph F. Pleck (July 1993). Risk, Resilience, and Development: The Multiple Ecologies of Black Adolescents.
Nettles, Saundra Murray, Barbara McHugh, and Gary D. Gottfredson (December 1993). Meeting the Challenges of Multicultural Education: Third Report from the Evaluation of Pittsburgh's Multicultural Education Center.
Nettles, S. M., McHugh, B., and Gottfredson, G. D. (1993). An investigation of academic opposition and school achievement of African- and European-American adolescents.
Journal Articles
Braddock, Jomills H. II, Deirdre A. Royster and Linda F. Winfield (November 1991). Sports and academic resilience among African American males. Education and Urban Society 24: Number 1, 113131.
Braddock, Jomills H. II (1989). Sport and race relations in American society. Sociological Symposium 9: 5376.
Lee, Valerie E., Linda F. Winfield and Thomas C. Wilson (November 1991). Academic behaviors among highachieving African American students. Education and Urban Society 24: Number 1, 6586.
Nettles, Saundra M. (1990). Academic performance. In Black adolescence: Current issues and annotated bibliography. Consortium for Research on Black Adolescence, New York: G. K. Hall.
WilsonSadberry, Karen R., Linda F. Winfield and Dierdre Royster (1991). Resilience and persistence of African American males in postsecondary enrollment. Education and Urban Society 24: No. 1, 87102.
Winfield, Linda (1991) (Ed.). Resilience, schooling, and development in AfricanAmerican youth. Special issue of Education and Urban Society 24: No. 1.
Winfield, Linda (1991). Resilience, schooling, and development in AfricanAmerican youth: A conceptual framework. Education and Urban Society 24: No. 1, 514.
Book Chapters
Nettles, S. M. and J. H. Pleck (1994). Risk, resilience, and development: The multiple ecologies of black adolescents. In Haggerty, R. J., Garmezy, N., Rutter, M., and Sherrod, M. R. (eds.), Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and intervention. NY: Cambridge University Press.
Trent, William and Jomills H. Braddock II (1992) Extracurricular activities in secondary schools. In M. Alkin (ed.), Encyclopedia of Educational Research. New York: MacMillan.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 4: Epstein, Joyce L. and Karen Clark Salinas (May 1990). Promising programs in major academic subjects in the middle grades.
CDS Report No. 7: Mac Iver, Douglas J. and Joyce L. Epstein (July 1990). How equal are opportunities for learning in disadvantaged and advantaged middle grades schools?
CDS Report No. 9: Mac Iver, Douglas J. (July 1990). A national description of report card entries in the middle grades.
CDS Report No. 22: Mac Iver, Douglas J. (October 1991). Helping students who fall behind: Remedial activities in the middle grades.
CDS Report No. 34: Epstein, Joyce L. and Douglas J. Mac Iver (July 1992). Opportunities to Learn: Effects on Eighth Graders of Curriculum Offerings and Instructional Approaches.
Journal Articles
Epstein, Joyce L. and Karen Salinas (1991). New directions in the middle grades. Childhood Education 67: No. 5, 285291.
Mac Iver, Douglas J. and Joyce L. Epstein (1991). Responsive practices in the middle grades: Teacher teams, advisory groups, remedial instruction, and school transition programs. American Journal of Education 99: No. 1, 587622.
Mac Iver, Douglas J. and Joyce L. Epstein (May 1993). Middle Grades Research: Not Yet Mature, But No Longer a Child. Elementary School Journal, 93, 519-534.
McPartland, James M. (1990). Staffing decisions in the middle grades: Balancing quality instruction and teacher/student relations. Phi Delta Kappan 71: 465-469.
Book Chapters
Braddock, Jomills H. II and McPartland, James M. (1993). Education of Early Adolescents. Pp. 135-170 in Darling-Hammond, Linda (Ed.), Review of Research in Education, 19, Washington DC: AERA.
McPartland, James M. and Jomills H. Braddock II (1993). A Conceptual Framework on Learning Environments and Student Motivation for Language Minority and Other Underserved Populations. Pp. 1-4 in Proceedings of the Third National Research Symposium on Limited English Proficient Students' Issues. Washington DC: National Clearinghouse for Bilingual Education, George Washington University.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
McPartland, James M. (1995). The Potential and Limitations of a High School Program to Increase Minority Participation in Medical Careers: Quantitative and Qualitative Evidence on Six Student Cohorts.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
Reports Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 3: Calderon, Margarita (February 1990). Cooperative learning for limited English proficient students.
CDS Report No. 45: Duran, Richard P. and Margaret H. Syzmanski (October 1993). Construction of Learning and Interaction of Language Minority Children in Cooperative Learning.
Calderon, Margarita, Josefina Tinajero, and Rachel Hertz-Lazarowitz (nd). Promoting Student Interaction for Biliteracy Development: Bilingual Cooperative Integrated Reading and Composition.
Hertz-Lazarowitz, Rachel, Gary Ivory, and Margarita Calderon. The Bilingual Cooperative Integrated and Composition (BCIRC) Project in the Ysleta Independent School District: Standardized Test Outcomes.
Journal Articles
Calderon, Margarita (1992). Dynamic assessment of teachers and language minority students through cooperative learning. Cooperative Learning, 13(1), 27-29.
Calderon, Margarita, J. Tinajero, and Rachel Hertz-Lazarowitz (1992). Adapting CIRC to meet the needs of bilingual students. Journal of Educational Issues of Linguistic Minority Students. Spring, Vol. 10, 79-106.
Calderon, Margarita (1990-91). Cooperative learning builds communities of teachers. Journal of Teacher Education and Practice. Fall/Winter, 6(2), 43-48.
Duran, Richard P. and M. Szymanski (in press). Cooperative learning interaction and construction of activity. Discourse Processes.
Slavin, Robert E. (April 1990). Cooperative Learning and Language Minority Students.
Books
Calderon, Margarita and Richard Duran (January 1994). Schooling change for language minority students: Restructuring schools. New York: Scholastic Inc.
Calderon, Margarita and Rachel Hertz-Lazarowitz (1994). Implementing cooperative learning in bilingual/multilingual schools. New York: Cambridge University Press.
Calderon, Margarita (1994). Bilingual teacher voices: Cooperative and collaborative communities of learners. London, England: Multilingual Matters.
Book Chapters
Calderon, Margarita and Rachel Hertz-Lazarowitz (1993). Facilitating teachers' power through collaboration. In S. Sharan (ed.), Handbook of cooperative learning. Westport CT: Greenwood Publishing.
Calderon, Margarita, Rachel Hertz-Lazarowitz and J. Tinajero (1992). Bilingual students in CIRC: Moving from traditional to cooperative learning. In J. Williamson (ed.), Cooperative learning: International perspectives. London, England: Fulton Publishing.
Calderon, Margarita, J. Tinajero, and Rachel Hertz-Lazarowitz (1992). Cooperative learning strategies: Bilingual education applications. In J. Tinajero and A.F. Ada (eds.), The power of literacy and biliteracy for Spanish-speaking students. New York: MacMillan.
Duran, Richard P. (1994). Cooperative learning for language minority students. In R. A. DeVillar, C. J. Faltis, and J. Cummins (Eds.), Cultural diversity in schools: From rhetoric to practice. Buffalo NY: SUNY Press.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 49: Delgado-Gaitan, Concha (September 1994). Empowerment in Carpenteria: A Five-Year Study of Family, School, and Community Relationships.
Journal Article
Delgado-Gaitan, Concha (Winter 1993). Researching Change and Changing the Researcher. Harvard Educational Review 63: No. 4, 389-411.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
Staskey, Paul J. (1992). Report on Cooperative Learning in Mathematics in Navajo Public Schools.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 11: Rumbaut, Ruben G. (August 1990). Immigrant students in California public schools: A summary of current knowledge.
CDS Report No. 24: Portes, Alejandro and Desiree E. Gran (October 1991). Characteristics and performance of high school students in Dade County (Miami SMSA) Schools.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 48: Jordan, Will J., Julia Lara, and James M. McPartland (August 1994). Exploring the Complexity of Early Dropout Causal Structures.
Newsletter Article
Lara, Julia (July 1993). Limited English Proficient Students in Intermediate Schools and in High Schools. Concerns, Issue 40, 1-7.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 19: Herrick, Susan C. and Joyce L. Epstein (August 1991). Improving parent involvement in children's learning in urban elementary schools: School newsletters and reading activity packets.
CDS Report No. 20: Epstein, Joyce L. and Susan C. Herrick (August 1991). Improving parent involvement in children's learning in urban middle grades schools: Orientation days and school newsletters.
CDS Report No. 21: Epstein, Joyce L. and Susan C. Herrick (September 1991). Two reports: Implementation and effects of summer home learning packets in the middle grades.
Epstein, Joyce L. and Karen Salinas (December 1992). School and Family Partnerships: Surveys and Summaries (Section 1 - Questionnaires for Teachers and Parents in Elementary and Middle Grades. Section 2 - How To Summarize Your School's Survey Data.
Epstein, Joyce L., Karen Clark Salinas, and Lucretia Coates (February 1994). Strategies for Improving School and Family Partnerships in Inner-City Elementary and Middle Schools: Summary of Surveys of Teachers and Parents in Fifteen Schools.
Epstein, Joyce L., Karen Clark Salinas and Carrie S. Horsey (1994). Reliabilities and summaries of scales: School and family partnership surveys of teachers and parents in the elementary and middle grades.
Journal Articles
Epstein, Joyce L. (January 1991). Paths to partnership: What we can learn from federal, state, district, and school initiatives. Phi Delta Kappan, 345349.
Epstein, Joyce L. and A. C. Petersen (1991). Discussion and outlook: Research on education and development across the years of adolescence. American Journal of Education 99: No. 4, 643657.
Epstein, Joyce L. (1989). Building ParentTeacher Partnerships in InnerCity Schools. Family Resource Coalition REPORT, Chicago, IL.
Book Chapters
Dauber, S. L. and Epstein, J. L. (1993). Parents' attitudes and practices of involvement in inner-city elementary and middle schools. In N. Chavkin (ed.), Families and schools in a pluralistic society. Albany: SUNY Press.
Epstein, Joyce L. and Diane ScottJones (in press). Schoolfamilycommunity connections for accelerating student progress in elementary and middle grades. In H. M. Levin (Ed.), Accelerating the education of atrisk students. Falmer Press.
Epstein, Joyce L. (April 1990). School and family connections: Theory, research, and implications for integrating sociologies of education and family. In D. Unger & M. Sussman (eds.), Special Issue, Families in Community Settings: Interdisciplinary Perspectives, Marriage and Family Review.
Epstein, Joyce L., Susan Herrick, and Lucretia Coates (in press). Effects of summer home learning packets on student achievement in language arts in the middle grades. In School effectiveness and school improvement.
Published by the Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students, Baltimore MD.
CDS Report No. 8: Nettles, Saundra Murray (July 1990). Community involvement and disadvantaged students: A review. Plus annotated bibliography by Brenda Greenberg.
Gottfredson, Gary D., Saundra Murray Nettles, and Barbara E. McHugh (1994). Program Development and Evaluation for Schools and Communities.
Journal Articles
Nettles, Saundra Murray (November 1991). Community contributions of school outcomes of African American students. Education and Urban Society 24: 132147.
Nettles, Saundra Murray (1991). Community involvement and disadvantaged students: A review. Review of Educational Research 61: No. 3, 379406.
Centerwide Publications
CDS Report (April, 1990; November, 1990; October, 1991; July, 1992; March, 1994). John H. Hollifield.
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