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Good, Thomas L. University of ArizonaTHOMAS L. GOOD is a Professor and Department Head in the Educational Psychology Department at the University of Arizona. His undergraduate work was at the University of Illinois, Champaign-Urbana, Illinois. His Master and PhD work were done at Indiana University, Bloomington, Indiana. His previous teaching included appointments at the University of Texas, Austin, Texas (Department of Educational Psychology) and the University of Missouri at Columbia, Missouri (Department of Curriculum and Instruction). He is a member of the National Academy of Education and is a Fellow in both the American Psychology Association and the American Educational Research Association. His interests include instructional behavior, teacher expectations, youth policy, and educational policy. His work has been supported by numerous foundations, his research has appeared in numerous publications (in journals for both researchers and practitioners), and his books have been translated into several languages (including Japanese, Spanish, German, and Chinese). Among his books are several editions of Looking in Classrooms (coauthored with Jere Brophy) and he is presently writing a book with Alyson Lavigne examining the intended and unintended effects of high-stakes evaluation. Alyson Leah Lavigne, Thomas L. Good & Ronald W. Marx — 2014 Thomas L. Good — 2014 In this article, the author describes the history of classroom research and notes that, despite potential for present day application, many of those who currently develop observational systems for evaluating teachers appear to be unaware of this literature. The author describes what we know about effective teaching, the limits of using this information, and the need for identifying new important outcomes of schooling that can be used in teacher evaluation. Thomas L. Good, Marcy B. Wood, Darrell Sabers, Amy M. Olson, Alyson Leah Lavigne, Huaping Sun & Crystal Kalinec-Craig — 2013 The article describes a theory of action that led to the development of seven 1½-hour in-service workshops focused on helping teachers to teach rational numbers to students. Students from diverse SES schools were tested pre and post, and the resulting effect sizes indicate students made notable gains in their understanding and proficiency with rational numbers. Mary McCaslin & Thomas L. Good — 2008 The authors describe a 5-year research project on Comprehensive School Reform (CSR) efforts in Arizona K–8 schools. Relevant literature, the context of the project, and a description of related special issue articles are discussed. Thomas L. Good — 2008 This article describes how principals in K–8 schools reported, in their own words, the progress that they, teachers, and students were making in their Comprehensive School Reform plan. Mary McCaslin & Thomas L. Good — 2008 This paper is a preface to the special issue. Caroline H. Wiley, Thomas L. Good & Mary McCaslin — 2008 The authors focus on the classroom practices in Comprehensive School Reform (CSR) schools in Grades 3–5 and how they differ across subject matter, grade level, and time of year. Amanda R. Bozack, Ruby Vega, Mary McCaslin & Thomas L. Good — 2008 The authors explore how teacher behaviors that support student autonomy are expressed in Comprehensive School Reform (CSR) classrooms. Thomas L. Good & Mary McCaslin — 2008 This article provides information about recent school reform research and conditions of schooling. The article then reviews our research findings (drawing on all the preceding articles in the special issue) and considers implications for policy makers, principals, teachers, teacher educators, and researchers. Thomas L. Good, Heidi Legg Burross & Mary M. McCaslin — 2005 Teacher effects on student achievement have been well established in the literature. The extent to which schools can differentially affect student performance, however, has been actively debated for over forty years. We briefly review the school effects literature that has guided Title I Funding for School Reform and most recently, the development of the modern comprehensive school reform programs (CSR). Thomas L. Good & Sharon L. Nichols — 2004 The authors argue that society holds largely negative views of youth. As a result, at least in part, too many youth are left alone or are given very little guidance and support. We must begin to view youth as an investment instead of a burden if we are to sustain the quality of our society. Thomas L. Good & Sharon L. Nichols — 2000 This yearbook addresses various aspects of public education (curriculum,
teachers, and students) and their evolution in this century. This
chapter discusses the general relation between education and society at
the start and end of this century. Thomas L. Good & Sharon L. Nichols — 1998 By examining adolescents' conceptions of how fairly they are treated in school, the authors explore broader social issues concerning the way schools serve student socialization functions in a democratic society; a preliminary method for investigating gender differences in students' judgements of fairness regarding their school experiences is also provided. DeWayne A. Mason & Thomas L. Good — 1996 An examination of curriculum, instruction, and organizational formats in multi-grade and single-grade mathematics classes Thomas L. Good & Deborah J. Stipek — 1983 Because problems posed by student diversity have been discussed
in the educational literature for many decades, we begin with a brief
and selective review of the history of educators' efforts to deal with
those problems. We turn later to more recent research on two
dimensions of individual differences—ability and cognitive style—chosen to illustrate among other things, the impossibility of finding
one best solution to student variability, even within a specific dimension. Thomas L. Good — 2008 This paper critically examines recent suggestions put forth by the National Mathematics Advisory Panel for improving students’ mathematics performance. Further, the author provides detailed information about how to improve the teaching and learning of math in grades 3-5. Thomas L. Good — 2009
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