受强制性开放获取政策约束的文章 - Geoffrey D. Borman了解详情
无法在其他位置公开访问的文章：2 篇
Sample selection in randomized experiments: A new method using propensity score stratified sampling
E Tipton, L Hedges, M Vaden-Kiernan, G Borman, K Sullivan, S Caverly
Journal of Research on Educational Effectiveness 7 (1), 114-135, 2014
强制性开放获取政策： US Institute of Education Sciences
Impacts and alternatives: Evidence from an elementary charter school evaluation
J Grigg, GD Borman
Journal of School Choice 8 (1), 69-93, 2014
强制性开放获取政策： US Institute of Education Sciences
可在其他位置公开访问的文章：18 篇
Threat in context: School moderation of the impact of social identity threat on racial/ethnic achievement gaps
P Hanselman, SK Bruch, A Gamoran, GD Borman
Sociology of Education 87 (2), 106-124, 2014
强制性开放获取政策： US Institute of Education Sciences
Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010.
MS Garet, JB Heppen, K Walters, J Parkinson, TM Smith, M Song, ...
National Center for Education Evaluation and Regional Assistance, 2016
强制性开放获取政策： US Institute of Education Sciences
An effort to close achievement gaps at scale through self-affirmation
GD Borman, J Grigg, P Hanselman
Educational Evaluation and Policy Analysis 38 (1), 21-42, 2016
强制性开放获取政策： US Institute of Education Sciences
Reappraising academic and social adversity improves middle school students’ academic achievement, behavior, and well-being
GD Borman, CS Rozek, J Pyne, P Hanselman
Proceedings of the National Academy of Sciences 116 (33), 16286-16291, 2019
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
New evidence on self-affirmation effects and theorized sources of heterogeneity from large-scale replications.
P Hanselman, CS Rozek, J Grigg, GD Borman
Journal of educational psychology 109 (3), 405, 2017
强制性开放获取政策： US National Institutes of Health, US Institute of Education Sciences, US …
Effects of two scientific inquiry professional development interventions on teaching practice
J Grigg, KA Kelly, A Gamoran, GD Borman
Educational evaluation and policy analysis 35 (1), 38-56, 2013
强制性开放获取政策： US Institute of Education Sciences
Experiments for educational evaluation and improvement
GD Borman
Reevaluating Evaluation, 7-27, 2018
强制性开放获取政策： US Department of Education
Self-affirmation effects are produced by school context, student engagement with the intervention, and time: Lessons from a district-wide implementation
GD Borman, J Grigg, CS Rozek, P Hanselman, NA Dewey
Psychological Science 29 (11), 1773-1784, 2018
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Different institutions and different values: Exploring first-generation student fit at 2-year colleges
Y Tibbetts, SJ Priniski, CA Hecht, GD Borman, JM Harackiewicz
Frontiers in psychology 9, 502, 2018
强制性开放获取政策： US National Institutes of Health, US Institute of Education Sciences, US …
The impacts of a brief middle-school self-affirmation intervention help propel African American and Latino students through high school.
GD Borman, Y Choi, GJ Hall
Journal of Educational Psychology 113 (3), 605, 2021
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Site selection in experiments: An assessment of site recruitment and generalizability in two scale-up studies
E Tipton, L Fellers, S Caverly, M Vaden-Kiernan, G Borman, K Sullivan, ...
Journal of Research on Educational Effectiveness 9 (sup1), 209-228, 2016
强制性开放获取政策： US National Science Foundation, US Institute of Education Sciences
What if Coleman had known about stereotype threat? How social-psychological theory can help mitigate educational inequality
GD Borman, J Pyne
RSF: The Russell Sage Foundation Journal of the Social Sciences 2 (5), 164-185, 2016
强制性开放获取政策： US Institute of Education Sciences
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?
P Hanselman, GD Borman
Educational Evaluation and Policy Analysis 35 (2), 237-251, 2013
强制性开放获取政策： US Institute of Education Sciences
Assessing malleable social-psychological academic attitudes in early adolescence
J Pyne, CS Rozek, GD Borman
Journal of School Psychology 71, 57-71, 2018
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
A replicable identity-based intervention reduces the Black-White suspension gap at scale
GD Borman, J Pyne, CS Rozek, A Schmidt
American Educational Research Journal 59 (2), 284-314, 2022
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Addressing literacy needs of struggling Spanish-speaking first graders: First-year results from a national randomized controlled trial of Descubriendo la Lectura
TH Borman, GD Borman, S Houghton, SJ Park, B Zhu, A Martin, ...
Aera Open 5 (3), 2332858419870488, 2019
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Louisiana Striving Readers: Final Evaluation Report.
M Vaden-Kiernan, S Caverly, N Bell, K Sullivan, C Fong, E Atwood, ...
SEDL, 2012
强制性开放获取政策： US Institute of Education Sciences
Replicating a scalable intervention that helps students reappraise academic and social adversity during the transition to middle school
J Pyne, GD Borman
Journal of Research on Educational Effectiveness 13 (4), 652-678, 2020
强制性开放获取政策： Arnold Ventures LLC
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