| Year |
Citation |
Score |
| 2022 |
Li W, Konstantopoulos S. Power Analysis for Moderator Effects in Longitudinal Cluster Randomized Designs. Educational and Psychological Measurement. 83: 116-145. PMID 36601251 DOI: 10.1177/00131644221077359 |
0.306 |
|
| 2020 |
Duke NK, Halvorsen A, Strachan SL, Kim J, Konstantopoulos S. Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings: American Educational Research Journal. 283122092963. DOI: 10.3102/0002831220929638 |
0.311 |
|
| 2019 |
Konstantopoulos S, Li W, Miller S, van der Ploeg A. Using Quantile Regression to Estimate Intervention Effects Beyond the Mean. Educational and Psychological Measurement. 79: 883-910. PMID 31488918 DOI: 10.1177/0013164419837321 |
0.365 |
|
| 2019 |
Li W, Konstantopoulos S. Power Computations for Polynomial Change Models in Block-Randomized Designs Journal of Experimental Education. 87: 575-595. DOI: 10.1080/00220973.2018.1496057 |
0.463 |
|
| 2017 |
Li W, Konstantopoulos S. Power Analysis for Models of Change in Cluster Randomized Designs. Educational and Psychological Measurement. 77: 119-142. PMID 29795906 DOI: 10.1177/0013164416641460 |
0.468 |
|
| 2017 |
Valentine JC, Konstantopoulos S, Goldrick-Rab S. What Happens to Students Placed Into Developmental Education? A Meta-Analysis of Regression Discontinuity Studies Review of Educational Research. 87: 806-833. DOI: 10.3102/0034654317709237 |
0.501 |
|
| 2017 |
Li W, Konstantopoulos S. Does class-size reduction close the achievement gap? Evidence from TIMSS 2011 School Effectiveness and School Improvement. 28: 292-313. DOI: 10.1080/09243453.2017.1280062 |
0.575 |
|
| 2017 |
Shen T, Konstantopoulos S. Class Size Effects on Reading Achievement in Europe: Evidence from PIRLS Studies in Educational Evaluation. 53: 98-114. DOI: 10.1016/J.Stueduc.2017.04.001 |
0.553 |
|
| 2017 |
Konstantopoulos S, Li W, Miller SR, Ploeg Avd. The effect of interim assessments on the achievement gap in grades K-8: Evidence from the U.S. International Journal of Educational Research. 83: 160-180. DOI: 10.1016/J.Ijer.2017.03.005 |
0.45 |
|
| 2016 |
Konstantopoulos S, Li W, Miller SR, van der Ploeg A. Effects of Interim Assessments Across the Achievement Distribution: Evidence From an Experiment. Educational and Psychological Measurement. 76: 587-608. PMID 29795879 DOI: 10.1177/0013164415606498 |
0.451 |
|
| 2016 |
Konstantopoulos S, Li W, Miller SR, van der Ploeg A. Effects of Interim Assessments Across the Achievement Distribution: Evidence From an Experiment Educational and Psychological Measurement. 76: 587-608. DOI: 10.1177/0013164415606498 |
0.354 |
|
| 2016 |
Konstantopoulos S, Miller SR, van der Ploeg A, Li W. Effects of Interim Assessments on Student Achievement: Evidence From a Large-Scale Experiment Journal of Research On Educational Effectiveness. 9: 188-208. DOI: 10.1080/19345747.2015.1116031 |
0.519 |
|
| 2016 |
Li W, Konstantopoulos S. Class Size Effects on Fourth-Grade Mathematics Achievement: Evidence from TIMSS 2011. Journal of Research On Educational Effectiveness. 9: 503-530. DOI: 10.1080/19345747.2015.1105893 |
0.556 |
|
| 2016 |
Konstantopoulos S, Shen T. Class Size Effects on Mathematics Achievement in Cyprus: Evidence from TIMSS. Educational Research and Evaluation. 22: 86-109. DOI: 10.1080/13803611.2016.1193030 |
0.558 |
|
| 2016 |
Konstantopoulos S, Li W, Miller SR, van der Ploeg A. Do interim assessments reduce the race and SES achievement gaps? Journal of Educational Research. 1-12. DOI: 10.1080/00220671.2015.1103685 |
0.539 |
|
| 2014 |
Fishman B, Konstantopoulos S, Kubitskey BW, Vath R, Park G, Johnson H, Edelson D. The Future of Professional Development Will Be Designed, Not Discovered: Response to Moon, Passmore, Reiser, and Michaels, “Beyond Comparisons of Online Versus Face-to-Face PD” Journal of Teacher Education. 65: 261-264. DOI: 10.1177/0022487113518440 |
0.326 |
|
| 2014 |
Williams RT, Swanlund A, Miller S, Konstantopoulos S, Eno J, van der Ploeg A, Meyers C. Measuring Instructional Differentiation in a Large-Scale Experiment Educational and Psychological Measurement. 74: 263-279. DOI: 10.1177/0013164413507724 |
0.484 |
|
| 2014 |
Konstantopoulos S, Sun M. Are teacher effects larger in small classes School Effectiveness and School Improvement. 25: 312-328. DOI: 10.1080/09243453.2013.808233 |
0.555 |
|
| 2013 |
Konstantopoulos S, Miller SR, Ploeg Avd. The Impact of Indiana’s System of Interim Assessments on Mathematics and Reading Achievement Educational Evaluation and Policy Analysis. 35: 481-499. DOI: 10.3102/0162373713498930 |
0.459 |
|
| 2013 |
Konstantopoulos S. Constructing a more powerful test in two-level block randomized designs Journal of Modern Applied Statistical Methods. 12: 34-44. DOI: 10.22237/Jmasm/1367381220 |
0.408 |
|
| 2013 |
Fishman B, Konstantopoulos S, Kubitskey BW, Vath R, Park G, Johnson H, Edelson DC. Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation Journal of Teacher Education. 64: 426-438. DOI: 10.1177/0022487113494413 |
0.417 |
|
| 2013 |
Konstantopoulos S. Optimal Design in Three-Level Block Randomized Designs With Two Levels of Nesting An ANOVA Framework With Random Effects Educational and Psychological Measurement. 73: 784-802. DOI: 10.1177/0013164413485752 |
0.433 |
|
| 2012 |
Konstantopoulos S. The Impact of Covariates on Statistical Power in Cluster Randomized Designs: Which Level Matters More? Multivariate Behavioral Research. 47: 392-420. PMID 26814604 DOI: 10.1080/00273171.2012.673898 |
0.361 |
|
| 2012 |
Konstantopoulos S, Li W. Modeling Class Size Effects Across the Achievement Distribution International Journal of Home Science. 1: 5-26. DOI: 10.4471/Rise.2012.01 |
0.541 |
|
| 2012 |
Konstantopoulos S, Sun M. Is the Persistence of Teacher Effects in Early Grades Larger for Lower-Performing Students?. American Journal of Education. 118: 309-339. DOI: 10.1086/664772 |
0.532 |
|
| 2012 |
Konstantopoulos S, Li W. Are there additional benefits from being in small classes for more than one year? Educational Research and Evaluation. 18: 671-685. DOI: 10.1080/13803611.2012.718431 |
0.539 |
|
| 2012 |
Kubitskey BW, Vath RJ, Johnson HJ, Fishman BJ, Konstantopoulos S, Park GJ. Examining study attrition: Implications for experimental research on professional development Teaching and Teacher Education. 28: 418-427. DOI: 10.1016/J.Tate.2011.11.008 |
0.409 |
|
| 2011 |
Konstantopoulos S. Fixed effects and variance components estimation in three-level meta-analysis. Research Synthesis Methods. 2: 61-76. PMID 26061600 DOI: 10.1002/Jrsm.35 |
0.353 |
|
| 2011 |
Konstantopoulos S. How consistent are class size effects? Evaluation Review. 35: 71-92. PMID 21362641 DOI: 10.1177/0193841X11399847 |
0.582 |
|
| 2011 |
Konstantopoulos S, Chung V. The Persistence of Teacher Effects in Elementary Grades American Educational Research Journal. 48: 361-386. DOI: 10.3102/0002831210382888 |
0.487 |
|
| 2011 |
Konstantopoulos S. Optimal Sampling of Units in Three-Level Cluster Randomized Designs An ANCOVA Framework Educational and Psychological Measurement. 71: 798-813. DOI: 10.1177/0013164410397186 |
0.345 |
|
| 2011 |
Konstantopoulos S. A More Powerful Test in Three-Level Cluster Randomized Designs. Journal of Research On Educational Effectiveness. 4: 354-369. DOI: 10.1080/19345747.2010.519824 |
0.38 |
|
| 2011 |
Konstantopoulos S, Chung V. Teacher Effects on Minority and Disadvantaged Students’ Grade 4 Achievement Journal of Educational Research. 104: 73-86. DOI: 10.1080/00220670903567349 |
0.535 |
|
| 2010 |
Konstantopoulos S. Power Analysis in Two-Level Unbalanced Designs Journal of Experimental Education. 78: 291-317. DOI: 10.1080/00220970903292876 |
0.312 |
|
| 2010 |
Kanter DE, Konstantopoulos S. The impact of a project‐based science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquiry‐based practices Science Education. 94: 855-887. DOI: 10.1002/Sce.20391 |
0.451 |
|
| 2009 |
Konstantopoulos S. Incorporating cost in power analysis for three-level cluster-randomized designs. Evaluation Review. 33: 335-57. PMID 19509118 DOI: 10.1177/0193841X09337991 |
0.358 |
|
| 2009 |
Konstantopoulos S, Chung V. What Are the Long‐Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study American Journal of Education. 116: 125-154. DOI: 10.1086/605103 |
0.588 |
|
| 2009 |
Konstantopoulos S. Effects of teachers on minority and disadvantaged students’ achievement in the early grades. Elementary School Journal. 110: 92-113. DOI: 10.1086/598845 |
0.544 |
|
| 2008 |
Konstantopoulos S. Computing Power of Tests of the Variance of Treatment Effects in Designs With Two Levels of Nesting. Multivariate Behavioral Research. 43: 327-52. PMID 26765665 DOI: 10.1080/00273170802034901 |
0.46 |
|
| 2008 |
Konstantopoulos S, Constant A. The gender gap reloaded: are school characteristics linked to labor market performance? Social Science Research. 37: 374-85. PMID 19069051 DOI: 10.1016/J.Ssresearch.2007.07.002 |
0.357 |
|
| 2008 |
Konstantopoulos S. Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project Star Elementary School Journal. 108: 275-291. DOI: 10.1086/528972 |
0.623 |
|
| 2008 |
Konstantopoulos S. The Power of the Test for Treatment Effects in Three-Level Block Randomized Designs Journal of Research On Educational Effectiveness. 1: 265-288. DOI: 10.1080/19345740701692522 |
0.478 |
|
| 2006 |
Konstantopoulos S. Trends of School Effects on Student Achievement: Evidence from NLS:72, HSB:82, and NELS:92 Teachers College Record. 108: 2550-2581. DOI: 10.1111/J.1467-9620.2006.00796.X |
0.497 |
|
| 2004 |
Nye B, Hedges LV, Konstantopoulos S. Do minorities experience larger lasting benefits from small classes? Journal of Educational Research. 98: 94-100. DOI: 10.3200/Joer.98.2.94-114 |
0.69 |
|
| 2004 |
Nye B, Konstantopoulos S, Hedges LV. How large are teacher effects? Educational Evaluation and Policy Analysis. 26: 237-257. DOI: 10.3102/01623737026003237 |
0.661 |
|
| 2002 |
Nye B, Hedges LV, Konstantopoulos S. Do low-achieving students benefit more from small classes? Evidence from the Tennessee class size experiment Educational Evaluation and Policy Analysis. 24: 201-217. DOI: 10.3102/01623737024003201 |
0.719 |
|
| 2001 |
Konstantopoulos S, Modi M, Hedges LV. Who are America's gifted? American Journal of Education. 109: 344-382. DOI: 10.1086/444275 |
0.64 |
|
| 2001 |
Nye B, Hedges LV, Konstantopoulos S. The long-term effects of small classes in early grades: Lasting benefits in mathematics achievement at grade 9 Journal of Experimental Education. 69: 245-257. DOI: 10.1080/00220970109599487 |
0.724 |
|
| 2001 |
Nye B, Hedges LV, Konstantopoulos S. Are effects of small classes cumulative? Evidence from a Tennessee experiment Journal of Educational Research. 94: 336-345. DOI: 10.1080/00220670109598771 |
0.686 |
|
| 2000 |
Nye B, Hedges LV, Konstantopoulos S. The effects of small classes on academic achievement: The results of the Tennessee class size experiment American Educational Research Journal. 37: 123-151. DOI: 10.3102/00028312037001123 |
0.717 |
|
| 2000 |
Nye BA, Hedges LV, Konstantopoulos S. Do the disadvantaged benefit more from small classes? Evidence from the Tennessee class size experiment American Journal of Education. 109: 1-26. DOI: 10.1086/444257 |
0.73 |
|
| 1999 |
Barbara N, Hedges LV, Konstantopoulos S. The long-term effects of small classes: A five-year follow-up of the Tennessee class size experiment Educational Evaluation and Policy Analysis. 21: 127-142. DOI: 10.3102/01623737021002127 |
0.701 |
|
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