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Carl W. Swartz - Publications

Affiliations: 
University of North Carolina, Chapel Hill, Chapel Hill, NC 
Area:
Educational Psychology Education, Language and Literature Education
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11 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2013 Burdick H, Swartz CW, Stenner AJ, Fitzgerald J, Burdick D, Hanlon ST. Measuring Students' Writing Ability on a Computer-Analytic Developmental Scale: An Exploratory Validity Study Literacy Research and Instruction. 52: 255-280. DOI: 10.1080/19388071.2013.812165  0.375
2006 Hooper SR, Wakely MB, de Kruif RE, Swartz CW. Aptitude-treatment interactions revisited: effect of metacognitive intervention on subtypes of written expression in elementary school students. Developmental Neuropsychology. 29: 217-41. PMID 16390295 DOI: 10.1207/S15326942Dn2901_11  0.664
2006 Wakely MB, Hooper SR, de Kruif RE, Swartz C. Subtypes of written expression in elementary school children: a linguistic-based model. Developmental Neuropsychology. 29: 125-59. PMID 16390291 DOI: 10.1207/S15326942Dn2901_7  0.666
2003 Smith EV, Wakely MB, De Kruif REL, Swartz CW. Optimizing rating scales for self-efficacy (and other) research Educational and Psychological Measurement. 63: 369-391. DOI: 10.1177/0013164403063003002  0.735
2002 Hooper SR, Swartz CW, Wakely MB, de Kruif RE, Montgomery JW. Executive functions in elementary school children with and without problems in written expression. Journal of Learning Disabilities. 35: 57-68. PMID 15490900 DOI: 10.1177/002221940203500105  0.658
1999 Swartz CW, Hooper SR, Montgomery JW, Wakely MB, Kruif RELd, Reed M, Brown TT, Levine MD, White KP. Using Generalizability Theory to Estimate the Reliability of Writing Scores Derived from Holistic and Analytical Scoring Methods Educational and Psychological Measurement. 59: 492-506. DOI: 10.1177/00131649921970008  0.736
1999 Swartz CW, Hooper SR, Montgomery JW, Wakely MB, De Kruif REL, Reed M, Brown TT, Levine MD, White KP. Using generalizability theory to estimate the reliability of writing scores derived from holistic and analytical scoring methods Educational and Psychological Measurement. 59: 492-506.  0.741
1997 Swartz CW, Hooper SR, Gut DM, Wakely MB, Levine MD. Sharing the Language of Attention Deficits: Educational Programs about Attention for Parents, Their Children, and Professionals Teacher Education and Special Education: the Journal of the Teacher Education Division of the Council For Exceptional Children. 20: 163-169. DOI: 10.1177/088840649702000210  0.727
1993 Schunk DH, Swartz CW. Writing strategy instruction with gifted students: Effects of goals and feedback on self-efficacy and skills Roeper Review. 15: 225-230. DOI: 10.1080/02783199309553512  0.384
1993 Schunk DH, Swartz CW. Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement Contemporary Educational Psychology. 18: 337-354. DOI: 10.1006/Ceps.1993.1024  0.368
1990 Swartz CW, White KP, Stuck GB, Patterson T. The Factorial Structure of the North Carolina Teaching Performance Appraisal Instrument Educational and Psychological Measurement. 50: 175-182. DOI: 10.1177/0013164490501021  0.384
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