References to Academic Publications
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Cousins, J. B., Ross, J. A. & Prentice, M. (1993). Teachers' evaluation of correlational reasoning skills. Alberta Journal of Educational Research, 39(3), 297-317. Abstract
Regan, E., & Ross, J. A. (1992). Professional development for school consultants: An evaluation. Alberta Journal of Educational Research, 38(3), 189-204. Abstract
Ross, J. A. (1995). Professional development schools: Prospects for institutionalization. Teaching and Teacher Education, 11(2), 195-201.Abstract
Ross, J. A., & Regan, E. (1993). Sharing professional experience: Its impact on professional development. Teaching and Teacher Education, 9(1), 91-106. Abstract
Ross, J. A., & Regan, E. (1995). 'When I was successful they made it sound like luck': District consultant responses to feedback from peers and others. Journal of Curriculum and Supervision, 10(2), 114-135. Abstract
Teachers who have confidence in their professional abilities are more willing to try new teaching ideas, particularly those that involve greater risks for the teacher. These articles describe studies about the origins and consequences of teacher confidence.
Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65. Abstract
Ross, J. A. (1994). The impact of an in-service to promote cooperative learning on the stability of teacher efficacy. Teaching and Teacher Education, 10 (4), 381-394. Abstract
Ross, J. A. (1995). Strategies for enhancing teachers' beliefs in their effectiveness: Research on a school improvement hypothesis. Teachers College Record, 97(2), 227-251. Abstract
Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Brophy (Ed.) Advances in Research on Teaching. Vol. 7 (pp. 49-74). Greenwich, CT: JAI Press. Abstract
Ross, J. A., Cousins, J.B. & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12(4), 385-400. Abstract
Ross, J. A., McKeiver, S., Hogaboam-Gray, A. (1997). Fluctuations in teacher efficacy during the implementation of destreaming. Canadian Journal of Education, 22(3), 283-296. Abstract
In the 1980's I was involved in a number of studies examining problem solving in different curriculum areas. In the 1990's I focused on correlational reasoning in partnership with Brad Cousins (now at the University of Ottawa). Students find this type of reasoning very difficult, yet with modest expenditures of classroom time, it can be taught.
Cousins, J. B., & Ross, J. A. (1993). Improving higher order thinking skills "with" the computer: A comparative study. Journal of Research on Computing in Education, 26 (1), 94-115. Abstract
Ross, J. A. & Cousins, J. B. (1993). Enhancing secondary school students' acquisition of correlational reasoning skills. Research in Science & Technological Education, 11(3), 191-206. Abstract
Ross, J. A., & Cousins, J. B. (1993). Patterns of student growth in reasoning about correlational problems. Journal of Educational Psychology, 85(1), 1-17. Abstract
Ross, J. A., & Smyth, E. (1995). Thinking skills for gifted students: The case for correlational reasoning. Roeper Review, 17(4), 239-243. Abstract
Smyth, E., & Ross, J. A. (in press). Developing leadership skills of pre-adolescent gifted learners in small group settings. Gifted Child Quarterly.Abstract
Students learn from each other when the classroom gives them the opportunity to develop their ideas in dialogue with their peers. These studies describe some of the learning processes that go on in cooperative classrooms.
Ross, J. A. (1995). Effects of feedback on student behavior in cooperative learning groups in a grade 7 math class. Elementary School Journal, 96(2), 125-143. Abstract
Ross, J. A. (1995). Students explaining solutions in student-directed groups: Cooperative learning and reform in mathematics education. School Science and Mathematics, 95(8), 411-416. Abstract
Ross, J. A., & Cousins, J. B. (1994). Intentions to seek and give help and behaviour in cooperative learning groups. Contemporary Educational Psychology, 19, 476-482. Abstract
Ross, J. A. & Cousins, J. B. (1995). Giving and receiving explanations in cooperative learning groups. Alberta Journal of Educational Research, 41(1), 104-122. Abstract
Ross, J. A. & Cousins, J. B. (1995). Impact of explanation seeking on student achievement and attitudes. Journal of Educational Research, 89(2), 109-117. Abstract
Ross, J. A., Haimes, D., & Hogaboam-Gray, A. (1996). Improving student helpfulness in cooperative learning groups. Journal of Classroom Interaction, 31(2),13-24. Abstract
Ross, J. A., & Hogaboam-Gray, A. (1998). Integrating mathematics, science, and technology. Effects on students. International Journal of Science Education, 20(9), 1119-1135. Abstract
Ross, J. A., & Smyth, E. (1995). Differentiating cooperative learning to meet the needs of gifted learners: A case for transformational leadership. Journal for the Education of the Gifted, 19(1), 63-82. Abstract
Smyth, E., & Ross, J. A. (in press). Developing leadership skills of pre-adolescent gifted learners in small group settings. Gifted Child Quarterly. Abstract
Ross, J.A., Hogaboam-Gray, A., & Hannay, L. (in press). Predictors of teachers' confidence in their ability to implement computer-based instruction. Journal of Educational Computing Research. Abstract
Ross, J. A. (1996). The influence of computer communication skills on participation in a computer conferencing course. Journal of Educational Computing Research, 15(1), 37-52. Abstract
Ross, J. A. (1998). Differential participation of males and females in a computer-mediated communications course. Canadian Journal of University Continuing Education, 24(1), 83-100. Abstract
Ross, J. A., Crane, C. & Robertson, D. (1995). Equity of access to computer-mediated distance education. Journal of Distance Education, 10(2), 17-32. Abstract
Hannay. L., & Ross, J. A. (1997). Initiating secondary school reform: The dynamic relationship between restructuring, reculturing, and retiming. Educational Administration Quarterly, 33, 576-603. Abstract
Ross, J. A., Hannay, L., & Brydges, B. (1998). District-level support for site-based renewal: A case study of secondary school reform. Alberta Journal of Education Research, 44(4), 349-364. Abstract
Rolheiser, C. (Ed.). (1996). Self-evaluation: Helping students get better at it! A teacher's resource book. Toronto: Visutronx. Research Summary.| Order form.
Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (1999). Effects of collaborative action research on the knowledge of five Canadian teacher-researchers. Elementary School Journal, 99(3), 255-274. Abstract
Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (1998). Skills training versus action research in-service: Impact on student attitudes to self-evaluation. Teaching and Teacher Education, 14(5), 463-477. Abstract
Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (1998). Student evaluation in cooperative learning: Teacher cognitions. Teachers and Teaching, 4(2), 299-316. Abstract
This section includes articles on various themes-program evaluation, school culture, and computer conferencing. Cousins, J. B., Ross, J. A. & Maynes, F. (1994). The nature and consequences of teachers' joint work: A study of three exemplary schools. Elementary School Journal, 94(4), 441-465. Abstract
Ross, J. A., & Regan, E. (1993). Using program evaluation to inform the assignment of clients to treatments. Evaluation Practice, 14(1), 17-23. Abstract
District and school consultants can contribute to the development of the school as a learning organization. These studies, conducted with Ellen Regan (now retired), describe how consultants can increase their skills.
Regan, E., & Ross, J. A. (1991). Professional development activities for the reflective consultant: A Manual. Toronto: OISE Publications. Abstract
Regan, E., & Ross, J. A. (1993). Inservice for district level consultants. Canadian School Executive, 13(4), 3-8. Abstract
Ross, J. A. (1992). Helping consultants help teachers. Field Development Newsletter, 22(1), 1-7. Abstract
Ross, J. A. (1993). Professional sharing and teacher growth. Orbit, 24(4), 8-9. Abstract
These articles describe strategies for school change, especially changes that enhance teaching and learning.
Rolheiser, C., Ross, J. A., & Hogaboam-Gray, A. (1995). Strategies for evaluating cooperative small group learning. Research in Ontario Secondary Schools, 1(4), 1-2. Link to electronic article.
Ross, J. A. (1993). Correlational reasoning: Whole class teaching. OAGEE Monograph, 43(4), 4-6. Abstract
Ross, J. A. (1995). Building teacher confidence-Studies in collaboration. Orbit, 26(3), 25-27. Abstract
Ross, J. A., & Cousins, J. B. (1992). Morton's mischief: Correlational reasoning revisited. OAGEE Monograph, 43(1), 15-16. Abstract
Ross, J. A., McKeiver, S., & Hogaboam-Gray, A. (1994). Destreaming and teacher confidence. Research in Ontario Secondary Schools, 1(2), 1-2. Link to electronic article.
Ross, J. A., & Hogaboam-Gray, A. (1996). The effects of curriculum integration. Research in Ontario Secondary Schools, 3(1). Link to electronic article.
Rolheiser, C. (Ed.). (1996). Self-evaluation: Helping students get better at it! A teacher's resource book. Toronto: Visutronx. Research Summary.| Order form.
Ross, J.A. & Rolheiser, C. (1999). Student self-evaluation: What research says. Lectorama, 1(2), 1-2.
Rolheiser, C. & Ross, J.A. (in press). Student self-evaluation: What research says and what practice shows. In A. Thomas (Ed.), Plain talk about kids. Cambridge, MS: Educators Publishing Service.
Ross, J. A. (1999). Measuring secondary school change: The annual all-teacher survey. Research in Ontario Secondary Schools, 5(3), 1-2. Link to electronic article.
Ross, J. A., Hogaboam-Gray, A., Budding, R., & Hannay, L. (1998). Enhancing teaching and learning through technology: An evaluation. Peterborough, ON: OISE Trent Valley Centre.
Hannay, L., Ross, J.A., Hogaboam-Gray, A., & Woolley, J. (1998). An evaluation of the Way Ahead: Enhancing the integration of technology in the primary division. Kitchener, ON: OISE/UT Midwestern Centre.