Submissions from 2022
Feedback for Teachers: What Evidence do Teachers Find Most Useful?, Thomas R. Guskey and Laura J. Link
Submissions from 2021
Perceived Psychosocial Impacts of Legalized Same-Sex Marriage: A Scoping Review of Sexual Minority Adults' Experiences, Laurie A. Drabble, Angie R. Wootton, Cindy B. Veldhuis, Ellen D. B. Riggle, Sharon S. Rostosky, Pamela J. Lannutti, Kimberly F. Balsam, and Tonda L. Hughes
Professional Learning with Staying Power, Thomas R. Guskey
The Past and Future of Teacher Efficacy, Thomas R. Guskey
Finnish Adolescent Girls’ Activity Patterns and the Effects of an Activity-Based Homework Intervention on Their Physical Activity, Mari Kääpä, Sanna Palomäki, Henri Vähä-Ypyä, Tommi Vasankari, Mirja Hirvensalo, and Alicia Fedewa
Physical Therapists' Assessment of Patient Self-Efficacy for Home Exercise Programs, Kelsey J. Picha, Alison Snyder Valier, Nicholas R. Heebner, John P. Abt, Ellen L. Usher, Gilson J. Capilouto, and Timothy L. Uhl
Submissions from 2020
Eight Essential Principles for Improving Grading, Susan Brookhart, Thomas R. Guskey, Jay McTighe, and Dylan Wiliam
Breaking up the Grade, Thomas R. Guskey
Flip the Script on Change: Experience Shapes Teachers' Attitudes and Beliefs, Thomas R. Guskey
The Dark Side of Assessment Literacy: Avoiding the Perils of Accountability, Thomas R. Guskey
The Impact of Standards-Based Learning: Tracking High School Students’ Transition to the University, Thomas R. Guskey, Matt Townsley, and Thomas M. Buckmiller
"No One Can Make that Choice for You": Exploring Power in the Sexual Narratives of Black Collegians, Candice Hargons, Della V. Mosley, Carolyn Meiller, Jardin Dogan, Jennifer Stuck, Chesmore Montique, Natalie Malone, Joseph Oluokun, Carrie Bohmer, Queen-Ayanna Sullivan, Anyoliny Sanchez, and Danelle Stevens-Watkins
What Do Grades Mean? Variation in Grading Criteria in American College and University Courses, Anastasiya A. Lipnevich, Thomas R. Guskey, Dana M. Murano, and Jeffrey K. Smith
Chart a Clear Course: Evaluation Is Key to Building Better, More Relevant Learning, Chase Nordengren and Thomas R. Guskey
Studying the Longest ‘Legal’ U.S. Same-Sex Couples: A Case of Lessons Learned, Esther D. Rothblum, Kimberly F. Basalm, Ellen D. B. Riggle, Sharon S. Rostosky, and Robert E. Wickham
Access to Autism Spectrum Disorder Services for Rural Appalachian Citizens, Angela Scarpa, Laura S. Jensen, Denis Gracanin, Sharon L. Ramey, Angela V. Dahiya, L. Maria Ingram, Jordan Albright, Alyssa J. Gatto, Jen P. Scott, and Lisa Ruble
Submissions from 2019
Grades versus Comments: Research on Student Feedback, Thomas R. Guskey
Interpreting Average Effect Sizes: Never a Center without a Spread, Thomas R. Guskey
Exploring the Factors Teachers Consider in Determining Students’ Grades, Thomas R. Guskey and Laura J. Link
The Forgotten Element of Instructional Leadership: Grading, Thomas R. Guskey and Laura J. Link
How Traditional Grading Contribute to Student Inequities and How to Fix It, Laura J. Link and Thomas R. Guskey
Development and Validation of the Awareness of Privilege and Oppression Scale-2, Michael James McClellan, Lori Patricia Montross-Thomas, Pamela Remer, Yoshie Nakai, and Addison D. Monroe
Opportunities for Self-Evaluation Increase Student Calibration in an Introductory Biology Course, Jennifer L. Osterhage, Ellen Usher, Trisha A. Douin, and William M. Bailey
Submissions from 2018
Catchin' Feelings: Experiences of Intimacy during Black College Students' Sexual Encounters, Jardin Dogan, Candice Hargons, Carolyn Meiller, Joseph Oluokun, Chesmore Montique, and Natalie Malone
The Use of Bicycle Desks to Increase Physical Activity in Two Special Education Classrooms, Alicia Fedewa, Colleen Cornelius, Elizabeth Whitney, Soyeon Ahn, and Mary Comis
