Call Number (LC) Title Results
ED411256 The Use of the Johnson-Neyman Confidence Bands and Multiple Regression Models To Investigate Interaction Effects Important Tools for Educational Researchers and Program Evaluators / 1
ED411257 Reinventing Teacher Evaluation A Study of the Impact on Beginning Teachers / 1
ED411258 Perceived Similarity among Tasks and Generalizability of Academic Self-Efficacy 1
ED411259 Direct and Indirect Tests of Internal External Frames of Reference Model with Measures of Academic Self-Efficacy / 1
ED411260 Effects of Structural versus Surface Similarity on Transfer of Motivation 1
ED411261 Congruence of Measurement Specificity on Relations between Academic Self-Efficacy, Effort, and Achievement Indexes 1
ED411262 Assessing Reliability of Student Ratings of Advisor A Comparison of Univariate and Multivariate Generalizability Approaches / 1
ED411263 Linking Tests across Languages Focus on the Translation and Adaptation Process / 1
ED411265 The Goal of Equity within and between Computerized Adaptive Tests and Paper and Pencil Forms 1
ED411266 Safe Schools Initiative Final Report 1995-96. 1
ED411267 "I'm a Good Teacher, Therefore I'm a Good Researcher" Changing Perceptions of Expert and Novice Teachers about Doing Research / 1
ED411268 One Strategy for Assessing the Trustworthiness of Qualitative Research Operationalizing the External Audit / 1
ED411269 An Empirical Comparison of Two LISREL Chi-Square Goodness-of-Fit Statistics and the Implications for Dimensionality Assessment of Item Response Data 1
ED411270 An Investigation of the Effect of Nonlinearity of Regression on the ANCOVA F Test 1
ED411271 A Weighted Least Squares Approach To Robustify Least Squares Estimates 1
ED411272 Consequential Aspects of Achievement Tests A Publisher's Point of View / 1
ED411273 Creating Rubrics through Negotiable Contracting and Assessment 1
ED411274 Empowering Students through Negotiable Contracting 1
ED411275 Critical Research Supervision? Deconstructing a Disempowering Myth! / 1
ED411276 Implications of the Learner-Centered Psychological Principles and Self-Assessment Tools for Teacher Education Reform 1