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Comprehensive School Reform Instructional Practices Throughout a School Year: The Role of Subject Matter, Grade Level, and Time of Year


by Caroline H. Wiley, Thomas L. Good & Mary McCaslin - 2008


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Cite This Article as: Teachers College Record Volume 110 Number 11, 2008, p. 2361-2388
https://www.tcrecord.org ID Number: 15279, Date Accessed: 8/4/2020 1:58:29 PM
 
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About the Author
  • Caroline Wiley
    University of Arizona
    E-mail Author
    CAROLINE R. H. WILEY is a doctoral student in the Department of Educational Psychology at the University of Arizona. Her research interests are primarily characterized as classroom research, research methodology and measurement, and educational evaluation within the context of educational policy. Also of interest is classroom assessment and grading practices. Recent publications are “Traditional Teacher Tests” in T. L. Good (Ed.), 21st Century Education: A Reference Handbook (SAGE, in press); and, with coauthors T. L. Good and I. R. Florez, “Effective Teaching: An Emerging Synthesis” in L. Saha & G. Dworkin (Eds.), The New International Handbook of Teachers and Teaching (in press).
  • Thomas Good
    University of Arizona
    THOMAS L. GOOD is the Editor of the Elementary School Journal and is the head of the Educational Psychology Department at the University of Arizona. His research interests include the study of teacher-student communication in classrooms as it unfolds in both the formal and informal curriculum. Recent publications are, with coauthors T. L. Good, S. Nichols, J. Zhang, C. R. H. Wiley, A. R. Bozack, et al., “Comprehensive School Reform: An Observational Study of Teaching in Grades 3 Through 5” in Elementary School Journal (2006); and, with coauthors T. L. Good, M. McCaslin, H. Y. Tsang, J. Zhang, C. R. H. Wiley, A. R. Bozack, et al., “How Well Do 1st-Year Teachers Teach: Does Type of Preparation Make a Difference?” in Journal of Teacher Education (2006).
  • Mary McCaslin
    University of Arizona
    E-mail Author
    MARY MCCASLIN is a professor of educational psychology at the University of Arizona. Her scholarship focuses on the relationships among cultural, social, and personal sources of influence that coregulate student adaptive learning, motivational dynamics, and emergent identity. Her recent publications are “Co-Regulation of Student Motivation and Emergent Identity” in Educational Psychologist (in press), and “Co-Regulation of Opportunity, Activity, and Identity in Student Motivation: Elaborations on Vygotskian Themes” in S. M. McInerney and S. Van Etten (Eds.), Big Theories Revisited: Research on Sociocultural Influences on Motivation and Learning(Information Age, 2004).
 
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