| How large are teacher effects? B Nye, S Konstantopoulos, LV Hedges Educational evaluation and policy analysis 26 (3), 237-257, 2004 | 2951 | 2004 |
| Comparing the impact of online and face-to-face professional development in the context of curriculum implementation B Fishman, S Konstantopoulos, BW Kubitskey, R Vath, G Park, H Johnson, ... Journal of teacher education 64 (5), 426-438, 2013 | 515 | 2013 |
| The effects of small classes on academic achievement: The results of the Tennessee class size experiment B Nye, LV Hedges, S Konstantopoulos American Educational Research Journal 37 (1), 123-151, 2000 | 505 | 2000 |
| Fixed effects and variance components estimation in three‐level meta‐analysis S Konstantopoulos Research synthesis methods 2 (1), 61-76, 2011 | 440 | 2011 |
| The long-term effects of small classes: A five-year follow-up of the Tennessee class size experiment B Nye, LV Hedges, S Konstantopoulos Educational evaluation and policy analysis 21 (2), 127-142, 1999 | 409 | 1999 |
| Separate but correlated: The latent structure of space and mathematics across development. KS Mix, SC Levine, YL Cheng, C Young, DZ Hambrick, R Ping, ... Journal of Experimental Psychology: General 145 (9), 1206, 2016 | 318 | 2016 |
| 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 … DE Kanter, S Konstantopoulos Science education 94 (5), 855-887, 2010 | 314 | 2010 |
| Trends of school effects on student achievement: Evidence from NLS: 72, HSB: 82, and NELS: 92 S Konstantopoulos Teachers College Record 108 (12), 2550-2581, 2006 | 283 | 2006 |
| CONSORT-SPI 2018 explanation and elaboration: guidance for reporting social and psychological intervention trials S Grant, E Mayo-Wilson, P Montgomery, G Macdonald, S Michie, ... Trials 19, 1-18, 2018 | 270 | 2018 |
| Reporting randomised trials of social and psychological interventions: the CONSORT-SPI 2018 Extension P Montgomery, S Grant, E Mayo-Wilson, G Macdonald, S Michie, ... Trials 19, 1-14, 2018 | 261 | 2018 |
| Do low-achieving students benefit more from small classes? Evidence from the Tennessee class size experiment B Nye, LV Hedges, S Konstantopoulos Educational Evaluation and Policy Analysis 24 (3), 201-217, 2002 | 196 | 2002 |
| The persistence of teacher effects in elementary grades S Konstantopoulos, V Chung American Educational Research Journal 48 (2), 361-386, 2011 | 185 | 2011 |
| Family background and school effects on student achievement: A multilevel analysis of the Coleman data S Konstantopoulos, GD Borman Teachers College Record 113 (1), 97-132, 2011 | 172 | 2011 |
| What happens to students placed into developmental education? A meta-analysis of regression discontinuity studies JC Valentine, S Konstantopoulos, S Goldrick-Rab Review of Educational Research 87 (4), 806-833, 2017 | 168 | 2017 |
| What are the long-term effects of small classes on the achievement gap? Evidence from the lasting benefits study S Konstantopoulos, V Chung American Journal of Education 116 (1), 125-154, 2009 | 168 | 2009 |
| Do small classes reduce the achievement gap between low and high achievers? Evidence from Project STAR S Konstantopoulos The Elementary School Journal 108 (4), 275-291, 2008 | 151 | 2008 |
| Do minorities experience larger lasting benefits from small classes? B Nye, LV Hedges, S Konstantopoulos The Journal of Educational Research 98 (2), 94-100, 2004 | 151 | 2004 |
| Effects of teachers on minority and disadvantaged students' achievement in the early grades S Konstantopoulos The Elementary School Journal 110 (1), 92-113, 2009 | 146 | 2009 |
| 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 NK Duke, AL Halvorsen, SL Strachan, J Kim, S Konstantopoulos American Educational Research Journal 58 (1), 160-200, 2021 | 145 | 2021 |
| The long-term effects of small classes in early grades: Lasting benefits in mathematics achievement at grade 9 B Nye, LV Hedges, S Konstantopoulos The Journal of Experimental Education 69 (3), 245-257, 2001 | 133 | 2001 |
Larry V. HedgesNorthwestern UniveristyBestätigte E-Mail-Adresse bei northwestern.edu
