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Submissions from 2021

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Professional Learning with Staying Power, Thomas R. Guskey

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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

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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

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Eight Essential Principles for Improving Grading, Susan Brookhart, Thomas R. Guskey, Jay McTighe, and Dylan Wiliam

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Breaking up the Grade, Thomas R. Guskey

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Flip the Script on Change: Experience Shapes Teachers' Attitudes and Beliefs, Thomas R. Guskey

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The Dark Side of Assessment Literacy: Avoiding the Perils of Accountability, Thomas R. Guskey

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The Impact of Standards-Based Learning: Tracking High School Students’ Transition to the University, Thomas R. Guskey, Matt Townsley, and Thomas M. Buckmiller

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"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

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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

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Chart a Clear Course: Evaluation Is Key to Building Better, More Relevant Learning, Chase Nordengren and Thomas R. Guskey

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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

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Grades versus Comments: Research on Student Feedback, Thomas R. Guskey

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Interpreting Average Effect Sizes: Never a Center without a Spread, Thomas R. Guskey

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Exploring the Factors Teachers Consider in Determining Students’ Grades, Thomas R. Guskey and Laura J. Link

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The Forgotten Element of Instructional Leadership: Grading, Thomas R. Guskey and Laura J. Link

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How Traditional Grading Contribute to Student Inequities and How to Fix It, Laura J. Link and Thomas R. Guskey

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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

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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

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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

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Does Pre-Assessment Work?, Thomas R. Guskey

Submissions from 2017

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The Use of Bicycle Workstations to Increase Physical Activity in Secondary Classrooms, Alicia Fedewa, Colleen Cornelius, and Soyeon Ahn

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Pathway of Protection: Ethnic Identity, Self-Esteem, and Substance Use Among Multiracial Youth, Sycarah Fisher, Tamika C. B. Zapolski, Chelsea Sheehan, and Jessica Barnes-Najor

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Where Do You Want to Get To? Effective Professional Learning Begins with a Clear Destination in Mind, Thomas R. Guskey

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Black Lives Matter: A Call to Action for Counseling Psychology Leaders, Candice Hargons, Della Mosley, Jameca Falconer, Reuben Faloughi, Anneliese Singh, Danelle Stevens-Watkins, and Kevin Cokley