Jan. 7, 2008 There’s a rusty old riddle that goes something like this: A man and his son were in a car accident. Feature Story: Honey, I'm Home: Stay-at-home dads' psychological well-being gauged in new study
Free Publications Free Publications
the silent epidemic (application/pdf Object)
Professor Caroline Hoxby's Papers on the Web
Revealed: The secrets of belly button fluff
Awakening to Sleep - The New York Times SLEPT BADLY AGAIN last night.
American Institutes for Research (AIR)
The 90/90/90 Schools - A Case Study (application/pdf Object)
The High Risks of Improving Teaching
Bibliography - STCSE The bibliography is based on a collection of papers on students' pre-instructional (alternative) conceptions Helga Pfundt started in the late 70s. Since 1984 Reinders Duit has taken care of the bibliography.
Teachers For A New Era
Expediting Access To Data Sources On The Internet As you may have heard, I have moved from Florida State to the Department of Political Science at the University of North Texas during the summer of 2008, so this web site may not last much longer on FSU's servers.
Curriculum Vitae: PDF Journal articles: Corcoran, Sean P. and Dan Goldhaber (2013) "Value-Added and its Uses: Where You Stand Depends on Where You Sit." Education Finance and Policy 8(3): 418-434. Sean Corcoran's Research
Scott's Library: Educational Research Room Entrance
“Student Outcomes” is a continuing series of interviews with my former students who are now experiencing “real life” after college. Considering how much of our work is based on the assumption that “learning outcomes” will be met, I thought it would be a good way to catch up with them and to see what sort of impact college has had on their lives in the long term. Past students interested in participating should e-mail me. PEDABLOGUE - A personal inquiry into the scholarship of teaching by Michael Arnzen
News: Bye-Bye Bio 101: Teach Science the Way You Do Science University science education needs reform, and effective methods are already known. Yet for years, many scientists and educators have actively resisted changing their teaching methods. Now, a group of persistent reformers is raising scientists' awareness of successful approaches to science teaching and providing them with tools to implement those strategies in their own classrooms and institutions. "There is mounting evidence that supplementing or replacing lectures with active learning strategies and engaging students in discovery and scientific process improves learning and retention of knowledge," writes lead author Jo Handelsman, Howard Hughes Medical Institute professor and plant pathology researcher at the University of Wisconsin-Madison, in a policy forum article published in the April 23, 2004, issue of the journal Science.