The author believes that a unified theory might provide ideas helpful for improving research; professional training and practice; and therefore, student achievement. Little attention was paid to how several variables might work together and there is little discussion regarding how they might work together. The author stresses that there are…

Before schools and districts invest their scarce resources in the products that educational researchers have developed, teachers, administrators, and community members need to become informed consumers of educational research. This article strives to bridge the gap between researchers and practitioners by exploring how to become an informed…

This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results. Compared to past analyses based on the process-product model, a framework based on cognitive models of teaching and learning proved useful in analyzing studies and accounting for…

This article provides a critical review of the literature on mentoring. It emphasizes the links between mentoring and undergraduate academic success and focuses on higher education and the extension of mentoring into undergraduate education. Issues of definition and the different perspectives that could be used in future research are explored.…

The five cross-sectional studies in this special issue are theoretically rich in their exploration of how principals exercise leadership that improves student performance. Notable improvements over earlier impact studies include a clear explication of theoretical constructs and models; use of multilevel, multivariate designs; more sophisticated…