Publications

Books

Articles and Book Chapters

	Bascia, N., “Teachers’ Evaluations of Unions.” Journal of Education Policy, 5(4):301-313, Oct-Dec 1990.
	Davidson, A.L., “Border Curricula and the Construction of Identity: Implications for Multicultural Theorists.” International Journal of Qualitative Studies in Education, 7(4):335-349, 1994.
	Davidson, A.L., “Students’ Situated Selves: Ethnographic Interviewing as Cultural Therapy,” in Spindler & Spindler (eds.), Pathways to Cultural Awareness: Cultural Therapy with Teachers and Students.  Thousand Oaks: Corwin Press, 1994.
	Davidson, A.L., H.C. Yu & P.K. Phelan, “The Ebb and Flow of Ethnicity: Constructing Identity in Varied School Settings.” Educational Foundations, 7(1):65-87, Winter 1993.
	Grossman, P.L. & S.S. Stodolsky, “Considerations of Content and the Circumstances of Secondary School Teachings,” in Darling-Hammond, L. (ed.), Review of Research in Education, Vol. 20, 1994.
	Hamilton, L.S., E.M. Nussbaum., H. Kupermintz, J. Kerkhoven & R.E. Snow, “Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: II. NELS:88 Science Achievement,” American Educational Research Journal, (32)3:555-581, Fall 1995.
	Hannaway, J. & J.E. Talbert, “Bringing Context into Effective Schools Research: Urban-Suburban Differences.” Educational Administrator Quarterly, 29(2):164-186, May 1993.
	Kupermintz, H., M. Ennis, L. Hamilton, J.E. Talbert & R.E. Snow, “Enhancing the Validity and Usefulness of Large-scale Educational Assessments: I. NELS:88 Mathematics Achievement.” American Educational Research Journal, 32(3):525-554, Fall 1995.
	Kupermintz, H. & R.E, Snow, “Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: III. NELS:88 Mathematics Achievement to 12th Grade.” American Educational Research Journal, 34(1):124-150, 1997.
	Lichtenstein, G., M.W. McLaughlin & J.L. Knudsen, “Teacher Empowerment and Professional Knowledge,” in Lieberman, A. (ed.), Changing Contexts of Teaching, NSSE 91st Yearbook: Part 1, Chicago: Univ. of Chicago Press, 1992.
	Lieberman, A. & M.W. McLaughlin, “Networks for Educational Change: Powerful and Problematic.” Phi Delta Kappan, 73(9):673-677, May 1992.
	Little, J.W., “Professional Community in Comprehensive High Schools: The Two Worlds of Academic and Vocational Teachers,” in Little, J.W. & M.W. McLaughlin (eds.), Teachers’ Work, New York: Teachers College Press, 1993.
	Little, J.W., “Subject Affiliation in High Schools that Restructure,” in Siskin, L.S. & J.W. Little (eds.), The Subjects in Question.  New York: Teachers College Press, 1995.
	McLaughlin, M.W., “Educational Policy and Educational Practice,” In Alkin, M. (ed.), American Educational Research Association Encyclopedia of Educational Research, Sixth Edition.  Macmillan Publishing Co., 1992.
	McLaughlin, M.W., “Enabling Professional Development: What Have We Learned?” in Lieberman, A. & L. Miller (eds.), Staff Development: New Demands, New Realities, New Perspectives. New York: Teachers College Press, 1990.
	McLaughlin, M.W., “How District Communities Do and Do Not Foster Teacher Pride.” Educational Leadership, 50(1):33-35, September 1992.
	McLaughlin, M.W., “The Rand Change Agent Study Revisited: Macro Perspectives and Micro Realities,” in Odden, A. (ed.), Educational Policy Implementation. Albany: SUNY Press, 1991. Also in Educational Researcher, 19(9), December 1990.
	McLaughlin, M.W., “Strategic Sites for Teachers’ Professional Development,” in Grimmett, P.P. & J.P. Neufeld (eds.), Teacher Development and the Struggle for Authenticity. New York: Teachers College Press, 1994.
	McLaughlin, M.W., “What Matters Most in Teachers’ Workplace Context?” in Little, J.W. & M.W. McLaughlin (eds.), Teachers’ Work, New York:Teachers College Press, 1993.
	McLaughlin, M.W. & J.E. Talbert, “How the World of Students and Teachers Challenges Policy Coherence,” in Fuhrman, S.H. (ed.), Designing Coherent Education Policy: Improving the System. San Francisco: Jossey-Bass, 1993.
	McLaughlin, M.W., J.E. Talbert, J. Kahne & J. Powell, “Constructing a Personalized School Environment,” Phi Delta Kappan, 72(3):230-234, November 1990.
	Nussbaum, M., L.S. Hamilton & R.E, Snow, “Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: IV. NELS:88 Science Achievement to 12th Grade.” American Educational Research Journal, 34(1):151-173, 1997
	Phelan, P.K. & A.L Davidson, “Looking Across Borders: Students’ Investigation of Family, School and Peer Worlds as Cultural Therapy,” in Spindler & Spindler (eds.), Pathways to Cultural Awareness: Cultural Therapy with Teachers and Students.” Thousand Oaks: Corwin Press, 1994.
	Phelan, P.K., A.L. Davidson & H.T. Cao, “Speaking Up: Students’ Perspectives on School.” Phi Delta Kappan, 73(9), May 1992.
	Phelan, P.K., A.L. Davidson & H.T. Cao, “Students’ Multiple Worlds: Negotiating the Boundaries of Family, Peer, and School Cultures.” Anthropology and Education Quarterly, 22(3):224-250, 1991.
	Phelan, P.K., A.L. Davidson & H.C. Yu, “Navigating the Psychosocial Pressures of Adolescence: The Voices and Experiences of High School Youth.” American Educational Research Journal, 31(2):415-447, Summer 1994.
	Raudenbush, S.W., B. Rowan & Y.F. Cheong, “Contextual Effects on the Self-Perceived Efficacy of High School Teachers.” Sociology of Education, 65:150-167, 1992.
	Raudenbush, S.W., B. Rowan & Y.F. Cheong, “Higher-Order Instructional Goals in Secondary Schools: Class, Teacher, and School Influences.” American Educational Research Journal, 30(3):523-553, Fall 1993.
	Raudenbush, S.W., B. Rowan & S.J. Kang, “A Multilevel, Multivariate Model for Studying School Climate in Secondary Schools with Estimation via the EM Algorithm.” Journal of Educational Statistics, 16(4):295-330, 1991.
	Rowan, B., S.W. Raudenbush & Y.F. Cheong, “Teaching as a Nonroutine Task: Implications for the Management of Schools.” Educational Administration Quarterly, 29(4):479, 1993.
	Rowan, B., S.W. Raudenbush & S.J. Kang, “Organizational Design in High Schools:  A Multilevel Analysis.” American Journal of Education, 99(2):238-266, February 1991.
	Rowan, B., S.W. Raudenbush & S.J. Kang, “School Climate in Secondary Schools:  A Multilevel Analysis,” in Raudenbush & Willms (eds.), Pupils, Classrooms, and Schools, 1991.
	Sato, N. & M.W. McLaughlin, “Context Matters: Teaching in Japan and in the United States.” Phi Delta Kappan, 73(5):359-366, January 1992.
	Scott, W.R. & R.C. Cohen, “Work Units in Organizations: Ransacking the Literature,” in Siskin, L.S. & J.W. Little (eds.), The Subjects in Question, New York: Teachers College Press, 1995.
	Siskin, L.S., “Departments as Different Worlds: Subject Subcultures in Secondary Schools.” Educational Administration Quarterly, 27(2):134-160, May 1991.
	Siskin, L.S., “Is the School the Unit of Change? Internal and External Contexts of Restructuring,” in Grimmett, P.P. & J.P. Neufeld (eds.), Teacher Development and the Struggle for Authenticity. New York: Teachers College Press, 1994.
	Siskin, L.S., “Subject Divisions,” in Siskin, L.S. & J.W. Little (eds.), The Subjects in Question, New York: Teachers College Press, 1995.
	Siskin, L.S. & J.W. Little, “The Subject Department: Continuities and Critiques,” in Siskin, L.S. & J.W. Little (eds.), The Subjects in Question, New York: Teachers College Press, 1995.
	Snow, R.E., “Aptitude Development and Talent Achievement,” in Colangelo, N. & S. Assouline (eds.), Talent Development: Proceedings from the 1993 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development, Vol. 2. Dayton: Ohio Psychology Press, 1994.
	Snow, R.E. & M.Ennis, “Correlates of High Mathematical Ability in a National Sample of Eighth Graders,” in Benbow, C.P. & D. Lubinski (eds.), Psychometric and Social Issues Concerning Intellectual Talent. Baltimore: Johns Hopkins University Press, 1994.
	Stodolsky, S., “A Framework for Subject Matter Comparisons in High Schools.” Teaching and Teacher Education, 9(4):333-346, 1993.
	Talbert, J.E., “Boundaries of Teachers’ Professional Communities in U.S. High Schools: Power and Precariousness of the Subject Department,” in Siskin, L.S. & J.W. Little (eds.), The Subjects in Question, New York: Teachers College Press, 1995.
	Talbert, J.E., “Constructing a School-Wide Professional Community: The Negotiated Order of a Performing Arts School,” in Little, J.W. & M.W. McLaughlin (eds.) Teachers’ Work, New York: Teachers College Press, 1993.
	Talbert, J.E., “Primacy and Promise of Professional Development in the Nation’s Education Reform Agenda: Sociological Views,” in Borman, K.M., P.W. Cookson Jr., A.R. Sadovnik & J.Z. Spade (eds.), Implementing Educational Reform: Sociological Perspectives on Educational Policy, Norwood: Ablex Publishing Corp., 1996.
	Talbert, J.E., “Professionalism and Politics in High School Teaching Reform.” Journal of Educational Change, 3:339-363, 2002.
	Talbert, J.E. & M.W. McLaughlin, “Assessing the School Environment: Embedded Contexts and Bottom-Up Research Strategies,” in S.L. Friedman & T.D. Wachs (eds.) Measuring Environment Across the Life Span, Washington DC: American Psychological Association, March 1999.
	Talbert, J.E. & M.E. McLaughlin, “Professional Communities and the Artisan Model of Teaching.” Teachers and Teaching: Theory and Practice, Vol. 8 (3-4), 2002.
	Talbert, J.E. & M.W. McLaughlin, “Teacher Professionalism in Local School Contexts.” American Journal of Education, 102:123-153, Fall 1994.
	Talbert, J.E., M.W. McLaughlin & B. Rowan, “Understanding Context Effects on Secondary School Teaching.” Teachers College Record, 95(1):45-65, Fall 1993.

 Center Papers and Reports

	BASRC Phase I Report, Center for Research on the Context of Teaching, Stanford University School of Education, 2002.
	Contexts That Matter For Teaching And Learning: Strategic Opportunities for Meeting the Nation’s Education Goals, Center for Research on the Context of Secondary School Teaching, Stanford University School of Education, 1993 and Dec. 1994.
	DeAngelis, K. & J.E. Talbert, Social Inequalities in High School Mathematics Achievement: Cognitive Dimensions and Learning Opportunities, Stanford University School of Education, 1995.
	Ennis, M., J. Kerkhoven & R.E. Snow, “Enhancing the Validity and Usefulness of Large-scale Educational Assessments.” Stanford University School of Education, 1993.
	McLaughlin, M.W. & J.E. Talbert, “Reforming Districts: How Districts Support School Reform.” Center for the Study of Teaching and Policy, University of Washington, 2003
	McLaughlin, M.W. & J.E. Talbert, Social Constructions of Students: Challenges to Policy Coherence, pp 92 - 147, Stanford University School of Education, 1992.
	Talbert, J.E. et al., Goal Diversity Among U.S. High Schools: Trade-Offs with Academic Excellence, Stanford University School of Education, 1990.
	Talbert, J.E. & K. DeAngelis, “Inequalities in High School Students’ Access to Desirable Math Teaching Conditions.” Paper presented at the American Sociological Association meeting, Los Angeles, 1994.
	Talbert, J.E. & M. Ennis, "Teacher Tracking: Exacerbating Inequalities in the High School,” Center for Research on the Context of Teaching, Stanford University School of Education, 1990.
	Talbert, J.E. & R.R. Perry, “How Department Communities Mediate Mathematics and Science Reforms.” Paper presented at the American Educational Research Association meeting, New Orleans, 1994.