| Year |
Citation |
Score |
| 2020 |
Lipnevich AA, Guskey TR, Murano DM, Smith JK. What do grades mean? Variation in grading criteria in American college and university courses Assessment in Education: Principles, Policy & Practice. 1-21. DOI: 10.1080/0969594X.2020.1799190 |
0.385 |
|
| 2019 |
Guskey TR. Interpreting Average Effect Sizes: Never a Center without a Spread. Nassp Bulletin. 103: 273-280. DOI: 10.1177/0192636519889151 |
0.328 |
|
| 2019 |
Guskey TR. Grades versus comments: Research on student feedback: Phi Delta Kappan. 101: 42-47. DOI: 10.1177/0031721719885920 |
0.504 |
|
| 2019 |
Guskey TR, Link LJ. Exploring the Factors Teachers Consider in Determining Students' Grades. Assessment in Education: Principles, Policy & Practice. 26: 303-320. DOI: 10.1080/0969594X.2018.1555515 |
0.483 |
|
| 2016 |
Brookhart SM, Guskey TR, Bowers AJ, McMillan JH, Smith JK, Smith LF, Stevens MT, Welsh ME. A Century of Grading Research Review of Educational Research. 86: 803-848. DOI: 10.3102/0034654316672069 |
0.486 |
|
| 2015 |
Royal KD, Guskey TR. Does Mathematical Precision Ensure Valid Grades? What Every Veterinary Medical Educator Should Know. Journal of Veterinary Medical Education. 42: 242-4. PMID 26075627 DOI: 10.3138/Jvme.0115-005R1 |
0.457 |
|
| 2015 |
Muñoz MA, Guskey TR. Standards-based grading and reporting will improve education Phi Delta Kappan. 96: 64-68. DOI: 10.1177/0031721715579043 |
0.419 |
|
| 2015 |
Royal KD, Guskey TR. A Case for Differentiated Grades Medical Science Educator. 25: 323-325. DOI: 10.1007/S40670-015-0127-5 |
0.448 |
|
| 2014 |
Royal KD, Guskey TR. The Perils of Prescribed Grade Distributions: What Every Medical Educator Should Know Journal of Contemporary Medical Education. 2: 240-241. DOI: 10.5455/Jcme.20150128055155 |
0.415 |
|
| 2014 |
Guskey TR. Class rank weighs down true learning Phi Delta Kappan. 95: 15-19. DOI: 10.1177/003172171409500604 |
0.476 |
|
| 2014 |
Swan GM, Guskey TR, Jung LA. Parents’ and teachers’ perceptions of standards-based and traditional report cards Educational Assessment, Evaluation and Accountability. 26: 289-299. DOI: 10.1007/S11092-014-9191-4 |
0.393 |
|
| 2011 |
Guskey TR. Stability and change in high school grades Nassp Bulletin. 95: 85-98. DOI: 10.1177/0192636511409924 |
0.461 |
|
| 2011 |
Guskey TR, Swan GM, Jung LA. Grades that mean something: Kentucky develops standards-based report cards Phi Delta Kappan. 93: 52-57. DOI: 10.1177/003172171109300212 |
0.506 |
|
| 2011 |
Guskey TR, Jung LA. Response-to-Intervention and Mastery Learning: Tracing Roots and Seeking Common Ground The Clearing House. 84: 249-255. DOI: 10.1080/00098655.2011.590551 |
0.419 |
|
| 2009 |
Guskey TR, Jung LA. Grading and reporting in a standards-based environment: Implications for students with special needs Theory Into Practice. 48: 53-62. DOI: 10.1080/00405840802577619 |
0.458 |
|
| 2008 |
Guskey TR, Yoon KS. What works in professional development Phi Delta Kappan. 90: 495-500. DOI: 10.1177/003172170909000709 |
0.505 |
|
| 2008 |
Guskey TR, Anderman EM. Students at bat Educational Leadership. 66: 8-14. |
0.308 |
|
| 2007 |
Guskey TR, Ellender CS, Kang S. Evaluating a Community-Wide Parent and Family Involvement Program Journal of School Public Relations. 28: 6-31. DOI: 10.3138/Jspr.28.1.6 |
0.374 |
|
| 2007 |
Jung LA, Guskey TR. Standards-Based Grading and Reporting; a Model for Special Education: Teaching Exceptional Children. 40: 48-53. DOI: 10.1177/004005990704000206 |
0.361 |
|
| 2007 |
Guskey TR. Multiple sources of evidence: An analysis of stakeholders' perceptions of various indicators of student learning Educational Measurement: Issues and Practice. 26: 19-27. DOI: 10.1111/J.1745-3992.2007.00085.X |
0.554 |
|
| 2006 |
Guskey TR. Making high school grades meaningful Phi Delta Kappan. 87: 670-675. DOI: 10.1177/003172170608700910 |
0.343 |
|
| 2005 |
Guskey TR. A Historical Perspective on Closing Achievement Gaps. Nassp Bulletin. 89: 76-89. DOI: 10.1177/019263650508964405 |
0.473 |
|
| 2003 |
Guskey TR. Analyzing Lists of the Characteristics of Effective Professional Development to Promote Visionary Leadership. Nassp Bulletin. 87: 4-20. DOI: 10.1177/019263650308763702 |
0.413 |
|
| 2003 |
Guskey TR. What Makes Professional Development Effective Phi Delta Kappan. 84: 748-750. DOI: 10.1177/003172170308401007 |
0.507 |
|
| 2002 |
Guskey TR. Professional development and teacher change Teachers and Teaching: Theory and Practice. 8: 381-391. DOI: 10.1080/135406002100000512 |
0.402 |
|
| 2001 |
Guskey TR. Helping standards make the GRADE Educational Leadership. 59: 20-27. |
0.398 |
|
| 2000 |
Guskey TR. Grading Policies that Work Against Standards...and How to Fix Them Nassp Bulletin. 84: 20-29. DOI: 10.1177/019263650008462003 |
0.326 |
|
| 1999 |
Guskey TR. Computerized gradebooks and the myth of objectivity Phi Delta Kappan. 83: 775-780. DOI: 10.1177/003172170208301013 |
0.442 |
|
| 1995 |
Guskey TR. Mastery Learning in the Regular Classroom: Help for At-Risk Students with Learning Disabilities. Teaching Exceptional Children. 27: 15-18. DOI: 10.1177/004005999502700204 |
0.393 |
|
| 1994 |
Guskey TR, Passaro PD. Teacher Efficacy: A Study of Construct Dimensions American Educational Research Journal. 31: 627-643. DOI: 10.3102/00028312031003627 |
0.376 |
|
| 1994 |
Passaro PD, Guskey TR, Zahn G. Using Mastery Learning to Facilitate the Full Inclusion of Students with the Most Intense Educational Needs within Rural Schools. The Rural Special Education Quarterly. 13: 31-39. DOI: 10.1177/875687059401300307 |
0.501 |
|
| 1993 |
Guskey TR. Policy Issues and Options When States Take Over Local School Districts. International Journal of Educational Reform. 2: 68-71. DOI: 10.1177/105678799300200109 |
0.309 |
|
| 1990 |
Guskey TR, Kifer EW. Ranking School Districts on the Basis of Statewide Test Results: Is It Meaningful or Misleading? Educational Measurement: Issues and Practice. 9: 11-16. DOI: 10.1111/J.1745-3992.1990.Tb00350.X |
0.366 |
|
| 1990 |
Guskey TR. Cooperative Mastery Learning Strategies Elementary School Journal. 91: 33-42. DOI: 10.1086/461636 |
0.375 |
|
| 1989 |
Guskey TR. Attitude and perceptual change in teachers International Journal of Educational Research. 13: 439-453. DOI: 10.1016/0883-0355(89)90039-6 |
0.424 |
|
| 1988 |
Guskey TR, Pigott TD. Research on Group-Based Mastery Learning Programs: A Meta-Analysis Journal of Educational Research. 81: 197-216. DOI: 10.1080/00220671.1988.10885824 |
0.428 |
|
| 1988 |
Guskey TR. Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation Teaching and Teacher Education. 4: 63-69. DOI: 10.1016/0742-051X(88)90025-X |
0.475 |
|
| 1987 |
Guskey TR. Context Variables that Affect Measures of Teacher Efficacy Journal of Educational Research. 81: 41-47. DOI: 10.1080/00220671.1987.10885795 |
0.48 |
|
| 1986 |
Guskey TR. Staff Development and the Process of Teacher Change Educational Researcher. 15: 5-12. DOI: 10.3102/0013189X015005005 |
0.344 |
|
| 1985 |
Guskey TR. The effects of staff development on teachers’ perceptions about effective teaching Journal of Educational Research. 78: 378-381. DOI: 10.1080/00220671.1985.10885634 |
0.434 |
|
| 1984 |
Guskey TR. The Influence of Change in Instructional Effectiveness Upon the Affective Characteristics of Teachers American Educational Research Journal. 21: 245-259. DOI: 10.3102/00028312021002245 |
0.507 |
|
| 1984 |
Clark CR, Guskey TR, Benninga JS. The effectiveness of mastery learning strategies in undergraduate education courses Journal of Educational Research. 77: 210-214. DOI: 10.1080/00220671.1983.10885452 |
0.518 |
|
| 1984 |
Guskey TR, Benninga JS, Clark CR. Mastery learning and students' attributions at the college level Research in Higher Education. 20: 491-498. DOI: 10.1007/Bf00974925 |
0.478 |
|
| 1983 |
Guskey TR, Easton JQ. The characteristics of very effective teachers in urban community colleges Community Junior College Research Quarterly of Research and Practice. 7: 265-274. DOI: 10.1080/0361697830070306 |
0.356 |
|
| 1983 |
Easton JQ, Guskey TR. Estimating the effects of college, department, course, and teacher on earned credit rates Research in Higher Education. 19: 153-158. DOI: 10.1007/Bf00974755 |
0.466 |
|
| 1982 |
Guskey TR. The effects of change in instructional effectiveness on the relationship of teacher expectations and student achievement Journal of Educational Research. 75: 345-349. DOI: 10.1080/00220671.1982.10885407 |
0.53 |
|
| 1982 |
Guskey TR. Differences in teachers' perceptions of personal control of positive versus negative student learning outcomes Contemporary Educational Psychology. 7: 70-80. DOI: 10.1016/0361-476X(82)90009-1 |
0.498 |
|
| 1981 |
Guskey TR. Measurement of the Responsibility Teachers Assume For Academic Successes and Failures in the Classroom Journal of Teacher Education. 32: 44-51. DOI: 10.1177/002248718103200310 |
0.394 |
|
| 1981 |
Benninga JS, Guskey TR, Thornburg KR. The Relationship between Teacher Attitudes and Student Perceptions of Classroom Climate The Elementary School Journal. 82: 66-75. DOI: 10.1086/461242 |
0.422 |
|
| 1980 |
Guskey TR. Individualizing Within the Group-Centered Classroom: The Mastery Learning Model Teacher Education and Special Education. 3: 47-54. DOI: 10.1177/088840648000300408 |
0.32 |
|
| 1980 |
Guskey TR. Mastery Learning: Applying the Theory Theory Into Practice. 19: 104-111. DOI: 10.1080/00405848009542882 |
0.502 |
|
| 1979 |
Guskey TR, Monsaas JA. Mastery Learning: A model for academic success in urban junior colleges Research in Higher Education. 11: 263-274. DOI: 10.1007/Bf00975129 |
0.459 |
|
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