HERSH WAXMAN

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hwaxman@tamu.edu

111B EDCT

845-8384

361 EDCT

HERSH WAXMAN

Professor

TEACHING, LEARNING & CULTURE

Curriculum Vitae

Education

Ph.D., Educational Research and Evaluation, University of Illinois at Chicago (1982)

M.Ed., Educational Research and Evaluation, University of Illinois at Chicago (1978)

B.A., Sociology, University of Illinois at Chicago (1972)

COURSES TAUGHT

EDCI601. DISC KNOW RESRCH IN C & I

2020C

EDCI609. ANALY REPORT REC OF STDY

2019A

EDCI684. PROF INTERNSHIP

2018A,2017B,2015A

EDCI685. Directed Studies

2009A

EDCI685. DIRECTED STUDIES

2018B,2017C,2017B,2016C,2015C

EDCI686. RSCH MTHDS IN EDCI I

2017C,2015C,2013C,2012A

EDCI687. RSCH MTHDS IN EDCI II

2018A,2016A,2012C

EDCI688. RSCH MTHDS IN EDCI III

2018C,2016C,2014C,2013A

EDCI689. Special Topics In Stds And Mdls Curriculum Eval

2007A

EDCI689. Special Topics In Rsch Meth Edci Pt 1

2009A,2007C

EDCI689. Special Topics In :rsch Meth Edci Pt 2

2008A

EDCI689. Special Topics In :rsch Methods Edci:pt 3

2008C

EDCI690. Theory Of C And I Research

2006C

EDCI690. THEORY OF C&I RESEARCH

2019A,2017A,2015A

EDCI754. TRENDS IN DATA MGMT ANALYSIS

2019C

FORMER DOCTORAL STUDENTS

Karen Elizabeth Graham McIntush, Ph.D. (Spring 2022)

Manjari Bannerjee, Ph.D. (Summer 2021)

Sharon Rodgers Jackson (Fall 2019)

Kathleen Parker Black (Spring 2019)

Kimberly Boddie Wright (Fall 2018)

Mario Itzel Suarez (Fall 2018)

Elizabeth Wood Stackhouse (Spring 2018)

Jennifer G. Whitfield (Fall 2017)

Brenda Kaye Taylor (Spring 2016)

Omah Williams (Spring 2015)

Nancy Weber (Spring 2015)

Kathy Hogan (Spring 2014)

Anna Boriack (Spring 2013)

Melanie Woods (Fall 2012)

Tracey Hasbun (Fall 2011)

Kayla Rollins (Summer 2011)

Judy Ann Hostrup (Spring 2011)

Beverly Lynn Alford (Spring 2011)

Danielle Barrington Brown (Spring 2011)

Melissa Sue Valle (Spring 2009)

SELECTED PUBLICATIONS

Books and Monographs

*Stillisano, J., Wright, K., Rollins, K. B., & Waxman, H. C. (2018). Do CCR Initiatives lead to college and career readiness?: One state[48]19s efforts to meet the challenge. In B. Smerdon & K. Kim (Eds.), College and career readiness and success: What is it and how do we measure it? Charlotte, NC: Information Age.

Ganesh, T. G., Boriack, A. W., Stillisano, J. R., Davis, T.J., & Waxman, H. C. (Eds.). (2015). Research on technology use in multicultural settings. Charlotte, NC: Information Age.

Kandel-Cisco, B., Stillisano, J R., Davis, T. J., & Waxman, H. C. (2015). Case studies of online testing in multicultural school districts. In T. G. Ganesh, A. W. Boriack, J. R. Stillisano, T. J. Davis, & H. C. Waxman, H. (Eds.). Research on technology use in multicultural settings. Charlotte, NC: Information Age.

Kandel-Cisco, B., Brown, D., Padron, Y. N., Stillisano, J. R., Waxman, H. C. (2014). Effective Instructional Practices and Professional Development Opportunities for Teaching Science to English Language Learners. In S. Kim (Ed.) ESL Education: Current Issues and Evidence-Based Teaching Practices. Niagara Falls, NY. Untested Ideas.

Houston, W. R., Eugeni, M. L., & Waxman, H. C. (2006). Successful initiatives in the recruitment and retention of community college students: Making a difference in the loves of students. Houston, TX: Institute for Urban Education.

Tellez, K., & Waxman, H. C. (Eds.). (2006). Improving educator quality for English Language Learners. Mahwah, NJ: Lawrence Erlbaum.

Waxman, H. C., Padron, Y. N., & Gray, J. P. (Eds.). (2004). Educational resiliency: Student, teacher, and school perspectives. Greenwich, CT: Information Age.

Waxman, H. C., Tharp, R., & Hilberg, R. S. (Eds.). (2004). Observational research in U. S. classrooms: New approaches for understanding cultural and linguistic diversity. Cambridge, United Kingdom: Cambridge University Press.

Waxman, H. C., & Walberg, H. J. (Eds.). (1999). New directions for teaching practice and research. Berkeley, CA: McCutchan.

Journal Articles

Feng, L., Hodges, T. S., Waxman, H. C., & Joshi, R. M. (2019). Discovering the impact of reading coursework and discipline-specific mentorship on first-year teachers self-efficacy: A Latent class analysis. Annals of Dyslexia, 69(1), 80-98. https://doi.org/10.1007/s11881-018-00167-1

McIntush, K., Zhou, X., Askari, N., Widdison, Y., Keese, J., Burgess, M., Scaramuzzo, P., Norton, M., & Waxman, H. (2019). Preservice teacher efficacy in culturally responsive teaching and social-emotional learning. Texas Teacher Education Forum.

Sahin, A., Waxman, H. C., & Rangel, V., & Demirci, E. (2019). An investigation of a charter school system students college enrollment and STEM major selection rates and perceptions of factors in STEM major selection. International Journal of Science & Mathematics Education. https://doi.org/10.1007/s10763-019-10017-0.

*Jabbari, N., Boriack, A. W., Barohona, E., Padron, Y. N., & Waxman, H. C. (2018). Social networking. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-7). Alexandria, VA & Hoboken, NJ: TESOL International Association and Wiley. DOI: 10.1002/9781118784235.eelt0430

*Padron, Y. N., Barohona, E., & Waxman, H. C. (2018). Digital citizenship for English language learners: Issues and pedagogical considerations. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). Alexandria, VA & Hoboken, NJ: TESOL International Association and Wiley. DOI: 10.1002/9781118784235.eelt0402

*Wang, K., Li, Y., Chen, Z., & Wen, L., & Waxman, H. C. (2018). Examining the differences between the job satisfaction of STEM and non-STEM novice teachers with leaving intentions. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2329[48]132341.DOI: https://doi.org/10.29333/ejmste/89516

*Whitfield, J., Waxman H. C., & Scott, T., & (2018). Comparing Robert Noyce Scholars and Non-Robert Noyce Scholars perceptions of teaching. Journal of Research in STEM Education, 2(2), 90-105.

*Wright, K. B., Shields, S. M., Black, K., & Waxman, H. C. (2018). The effects of teacher home visits on student behavior, student academic achievement, and parent involvement. School Community Journal, 28(1), 67-90.

*Wright, K. B., Shields, S. R., Black, K., Banerjee, M., & Waxman, H. C. (2018). Teacher perceptions of influence, autonomy, and satisfaction in the early Race to the Top era. Education Policy Analysis Archives, 26(62). http://dx.doi.org/10.14507/epaa.26.3449

*Zhu, G., Waxman, H. C., Rivera, H., & Burlbaw, L. (2018). The micropolitics of student teachers' professional vulnerability during teaching practicums: A Chinese perspective. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-018-0374-5

Etchells, M. J., Ketsetzi, A., Fleming, K., Meister, S., & Waxman, H. C. (2017). Identifying key factors influencing violence directed toward K-12 teachers in American schools. Electronic International Journal of Education, Arts, and Science, 3(6), 19-34.

Franco-Fuenmayor, S. E., Padron, Y. N., & Waxman, H. C. (2017). Examining teachers knowledge as it relates to professional development activities in dual language and ESL programs in Texas School Districts. Journal of Bilingual Education and Instruction, 19(1), 69-73

*Jabbari, N., Boriack, A. W., Barohona, E., Padron, Y. N., & Waxman, H. C. (In press). Social networking. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Alexandria, VA & Hoboken, NJ: TESOL International Association and Wiley.

Sahin, A., Ekmekci, A., & Waxman, H. C. (2017). Collective effects of individual, behavioral, and contextual factors on high school students future STEM career plans. International Journal of Science and Mathematics Education. DOI 10.1007/s10763-017-9847

Sahin, A., Ekmekci, A., & Waxman, H. C. (2017). The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college. International Journal of Science Education, 39(11). http://dx.doi.org/10.1080/09500693.2017.1341067

Padron, Y. N., & Waxman, H. C. (2016). Investigating principals knowledge and perceptions of second language programs for English language learners. International Journal of Educational Leadership and Management, 4(2), 127-146.

Palmer, D. J., Lynch, P. S., Parker, D., Viruru, R., Knight, S., Waxman, H., Alford, B., Brown, D. B., Rollins, K., Stillisano, J., Sadiq, H. M., Abu-Tineh, A. M. H., Nasser, R., Allen, N., Al-Binali, H., Ellili, M., Al-kateeb, H., Al-kubaisi, H. (2016). A classroom observational study of Qatar independent schools: Instruction and school reform. Journal of Educational Research, 109 (4), 413-423.

Waxman, H. C., Rivera, H. H., Linn, B., Padron, Y. N., Rollins, A. W., & Alford, B.A. (2016). Development of an observation instrument to measure flourishing learning environments. Journal of Chinese Studies, 2(1), 1-7. DOI 10.1186/s40853-016-0005-9.

Weber, N. D., Waxman, H. C., Brown, D. B., & Kelly, L. J. (2016) [48]1CInforming Teacher Education Through the Use of Multiple Classroom Observation Instruments,[48]1D Teacher Education Quarterly, Winter 2016: 91-106.

Weber, N. D., Waxman, H. C., Brown, D. B., & Kelly, L. J. (2016). Classroom instruction differences between first-year teaching interns and experienced classroom teachers. Teacher Education Quarterly, 43(1), 91-106.

Alford, B. L., Rollins, K. B., Padron, Y. N., & Waxman, H. C. (2015). Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers[48]19 Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre-kindergarten Through Second-Grade Classrooms. Early Childhood Education Journal, 1-13

Franco-Fuenmayor, S. E., Padron, Y. N. & Waxman, H. C. (2015). Investigating Bilingual/ESL Teachers' Knowledge and Professional Development Opportunities in a Large Suburban School District in Texas. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 38 (3), 336-352

Lyons, L.C., Fleming, K. J., Whitfield, J. G., Ging, A. B., Ketsetzi, A., Etchells, M. J., & Waxman, H. C. (October, 2015). Evaluating the Implementation of Core Practices in Teacher Education Programs in Texas. The Texas Forum of Teacher Education. Vol. 5, 33-48.

Padron, Y. N., Waxman, H. C., Lee, Y-H. (2014). Classroom Learning Environment Differences Between Resilient, Average, and Non-Resilient Middle School Students' in Reading. Education and Urban Society, 46(2), 264-283.(Impact Factor 0.365)

Stillisano, J. R., Waxman, H. C., Brown, D. B., & Alford, B. L. (2014). Using case study methodology to examine practices in exemplary college access centers. Journal of Ethnographic & Qualitative Research, 8, 173-189.

Alford, B. L., Rollins, K. B., Stillisano, J. R., & Waxman, H. C. (2013). Observing classroom instruction in schools implementing the International Baccalaureate programme. Current Issues in Education, 16(2)

Brown, D. B., Alford, B. L., & Stillisano, J. R., Rollins, K. B., & Waxman, H. C. (2013). Evaluating the efficacy of mathematics, science, and technology teacher preparation academies in Texas. Professional Development in Education, 39(5), 656-677

Kandel-Cisco, B., Brown, D. B., Padron, Y. N., Stillisano, J. R., Waxman, H. C. (2013). Professional development in science for teachers of English language learners. International Journal of TESOL and Learning, 2(2), 107-121

Kandel-Cisco, B., Brown, D., Padron, Y. N., and Waxman, H. C. (2013). Professional Development in Science for Teachers of English language learners. International Journal of TESOL and Learning, 2(2), 107-121

Lee, Y-H., Waxman, H. C., Wu, J-Y, Michko, G., & Linn, G. (2013). Revisit the effect of teaching and learning with technology. Educational Technology and Society, 16(1), 133-146

Stillisano, J., Brown, D. B., Alford, B. L., & Waxman, H. C. (2013). The Effects of GO Centers on creating a college culture in urban high schools in Texas. High School Journal, 96(4), 283-301

Valle, M. C., Waxman, H. C., Diaz, Z., & Padron, Y. N. (2013). Classroom instruction and the mathematics achievement of non-English learners and English learners. Journal of Educational Research, 106, 173-182

Valle, M. S. Waxman, H. C. Diaz, Z., Padron, Y. N.(2013). The Influence of Classroom Instruction on the Mathematics Achievement of Fifth-grade White and Hispanic Non-English Language Learners and Hispanic English Language Learners. The Journal of Educational Research

Waxman, H. C. (2013-14). Avoiding ignorance and mindlessness in educational research: Moving from "good enough" studies to more mindful approaches. Journal of Contemporary Research in Education, 1(3), 98-103

Waxman, H. C., Boriack, A. W., Lee, Y-H., & MacNeil, A. (2013). Principals perceptions of the importance of technology in schools. Contemporary Educational Technology, 4(3), 187-196

Waxman, H. C., Evans, R. T., Boriack, A. W. & Kilinc, E. (2013-14). Systematic observations of the availability and use of instructional technology in urban middle school classrooms. Journal of Contemporary Research in Education. 1(3), 104-113

Weber, N. Hodges, T. S., & Waxman, H. C. (2013). The development of an instrument to measure factors that impact preservice teachers perceived field commitment in teacher preparation programs. Texas Association of Teacher Educators Forum, 3, 87-103

Brown, D. B., Rollins, K. B., Alford, B. L., Waxman, H. C., & Stillisano, J. R. (2012). Integrating college and career readiness standards in a post-baccalaureate teacher preparation program. Texas Association of Teacher Educators' Forum, 2, 13-28

Davis, T. J., Stillisano, J. R., & Waxman, H. C. (2012). A statewide evaluation of districts' readiness for large-scale online testing: Unique perceptions and challenges from diverse school districts' lenses. Journal of Texas Alliance of Black School Educators, 4, 33-54

Padron, Y. N. & Waxman, H. C, (In press). Classroom observations of teaching and learning with technology in elementary school mathematics classrooms serving ELLs, International Journal of Instructional Media, Vol 39, 1,45-54.

Rollins, K. B., Brown, D. B., Alford, B. L., Waxman, H. C., & Stillisano, J. R. (2012). Evaluating statewide professional development for teacher educators on the implementation of college and career readiness standards. Texas Association of Teacher Educators' Forum, 2, 88-104

Waxman, H. C., Rivera, H., & Powers, R. A. (2012). English language learners' educational resilience and classroom learning environment. Educational Research Quarterly. 35(4), 53-72

Padron, Y. N., Waxman, H. C., Brown, A. (2011). Differences between Resilient and Non-Resilient English Language Learners on Classroom Behaviors, perceptions of Learning Environment in Reading, and Attitudes toward School. The TABE Journal, vol. 13, 45-59

Rivera, H. H, & Waxman, H. C. (2011). Resilient and non-resilient Hispanic English language learners' attitudes towards their classroom learning environment in mathematics. Journal of Education for Students Placed at Risk, 16(3), 185-200

Padron, Y. N., Waxman, H. C., Lee, Y-H., Lin, M-F, Michko, G. M. (2010). Classrooms Observations of Teaching and Learning with Technology in Urban Elementary School Mathematics Classrooms Serving English Language Learners. International Journal of Instructional Media, vol. 39, 1.

Collins, T. E., Slough, S. W., & Waxman, H. C. (2009). Lessons learned about mentoring junior faculty in higher education. Academic Leadership, 7(2), 1-7

Huang, S. L., & Waxman, H. C. (2009). The association of school environment to student teachers' satisfaction and teaching commitment. Teaching and Teacher Education, 25, 235-243

Smith, C. L., Spinrad, T. L., Eisenberg, N., Grieving, K., Liew, J., & Eggum, N. D. (2007). Anger and anger regulation. In E. I. Clausen (Ed.), Anger in Psychology (pp. 107-122). Hauppauge, NY: Nova Sciences Publishers, Inc.

Waxman, H. C., Houston, W. R., Profilet, S., & Sanchez, B. (2009). The long-term effects of child advocates on children and family outcomes. Child Welfare, 88(6), 23-46

Waxman, H.C., Padron, Y.N., Franco-Fuenmayor, S.E., and Huang, S-Y L. (2009). Observing classroom instruction for ELLs from student, teacher, and classroom perspectives. The TABE Journal, vol. 11(1), 63-95.

Smith, D. L., Cude, K. C., Braziel, K. C., Waxman, H. C., & Smith, L. J. (2008). A WalkAbout observation of pre-service student behaviors during field placement: Do they practice what we preach? Texas Association of Teacher Educators' Forum, 33(2), 1-11.

Waxman, H. C., Garcia, A., & Read, L. (2008). Classroom learning environment and student motivational differences between exemplary, recognized, and acceptable urban middle level schools. Middle Grades Research Journal, 3(2), 1-21.

Waxman, H. C., Lee, Y. H., & MacNeil, A. (2008). Principals' strategies for successfully closing the achievement gaps in their schools. Academic Leadership, 6(3), 1-5.

Waxman, H. C., Padron, Y. N., Shin, J. Y., & Rivera, H. H. (2008). Closing the achievement gap within reading and mathematics by fostering Hispanic students' educational resilience. International Journal of Social Sciences Research, 3(1), 24-34.

Rivera, H. H., & Waxman, H. C. (2007). Studying the classroom learning environment of resilient and non-resilient Hispanic children. Journal of At-Risk Issues,13(2), 11-19.

Creighton, T., Busch, S., MacNeil, A., & Waxman, H. C. (2005). Establishing the knowledge base to narrow the disconnect existing between university education administration programs and practicing school leaders. NCPEA Education Leadership Review, 6(1), 1-17.

Waxman, H. C., Tellez, K., & Walberg, H. J. (2004). Improving teacher quality for English language learners: Reports and nextstep recommendations from a National Invitational Conference. The LSS Review: A Catalyst for Merging Research, Policy, and Practice, 3(1), 1-3.

Padron, Y. N., Waxman, H. C., & Rivera, H. H. (2003). Educating Hispanic students: Obstacles and avenues to improved academic achievement. ERS Spectrum, 21(2), 27-39.

Stringfield, S., Waxman, H. C., & Padron, Y. N. (2000). To be of lasting quality, school reform must include change in teaching. Teaching and Change, 7(2), 107-110.

Padron, Y. N., & Waxman, H. C. (1999). Classroom observations of the Five Standards of Effective Teaching in Urban Classrooms with ELLs. Teaching and Change, 7(1), 79-100.

Padron, Y. N., Waxman, H. C., & Huang, S. L. (1999). Classroom and instructional learning environment differences between resilient and non-resilient elementary school students. Journal of Education for Students Placed at Risk of Failure, 4(1), 63-81.

Waxman, H. C., Padron, Y. N., & Stringfield, S. (1999). Teaching and change in urban contexts. Teaching and Change, 7(1), 3-16.

Owens, E., & Waxman, H. C. (1998). Sex- and ethnic-related differences among high school students' technology use in science and mathematics. International Journal of Instructional Media, 25, 43-54.

Book Chapters

Boriack, A. W., Ganesch, T. G., & Waxman, H. C. (2015). Future directions for improving technology use in multicultural settings. In T. G. Ganesch, A. W. Boriack, J. R. Stillisano, T. Davis, T., & H. C. Waxman, (Eds.). Research on technology use in multicultural settings (pp. 225-236). Charlotte, NC: Information Age.

Boriack, A. W., & Waxman, H. C. (2015). Introduction and overview. In T. G. Ganesch, A. W. Boriack, J. R. Stillisano, T. Davis, T., & H. C. Waxman, (Eds.). Research on technology use in multicultural settings (pp. 1-10). Charlotte, NC: Information Age.

Kandel-Cisco, B., Stillisano, J. R, Davis, T., & Waxman, H. C. (2015). Implementing online testing in Texas schools. In T. Ganesh, A. W. Boriack, J. R. Stillisano, T. Davis, & H. C. Waxman (Eds.), Technology use in multicultural settings (pp. 107-120). Charlotte, NC: Information Age.

Padron, Y. P., & Waxman, H. C., Rollins, K. B., Alford, B. A., & Franco-Fuenmayor, S. (2015). Using classroom observations to examine classroom instruction for ELLs in elementary school classrooms. Journal of Bilingual Education Research and Instruction, 17(1), 77-93.

Stillisano, J. R., Brown, D. B., & Waxman, H. C. (2015). Alternative models for evaluating technology use in schools. In T. Ganesh, A. W. Boriack, J. R. Stillisano, T. Davis, & H. C. Waxman (Eds.), Technology use in multicultural settings (pp. 209-224). Charlotte, NC: Information Age

Waxman, H. C., Weber, N. D., Franco-Fuenmayor, S. E., & Rollins, K. B. (2015). Research-based approaches for identifying and assessing effective teaching practices: Challenges, new directions, and policy implications. In Y. Li & J. Hammer (eds.), Teaching at work (pp. 9-27). Rotterdam, The Netherlands: Sense Publishers.

Waxman, H. C., Alford, B. L., & Brown, D. B. (2013). Individualized instruction. In J. A. C. Hattie & E. M. Anderman (Eds.), International handbook on student achievement (pp.405-407). New York: Routledge.

Waxman, H. C., Padron, Y. N., & Garcia, A. (2007). Educational issues and effective practices for Hispanic students. In S. J. Paik & H. J. Walberg (Eds.). Narrowing the achievement gap: Strategies for educating Latino, Black and Asian students (pp. 131-151). New York: Springer.

T[233]llez, K., & Waxman, H. C. (2006). A meta-synthesis of qualitative research on effective teaching practices for English language learners. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 245-277). Philadelphia, PA: John Benjamins.

Tellez, K., & Waxman, H. C. (2006). Preparing quality teachers for English Language Learners: An overview of the critical issues. In K. Tellez & H. C. Waxman (Eds.), Improving educator quality for English Language Learners: Research, policies, and practices (pp. 1-22). Mahwah, NJ: Lawrence Erlbaum.

Waxman, H. C., & Chen, H.-L. (2006). Mixed method approaches for examining classroom learning environments for resilient and nonresilient students in urban elementary schools. In D. L. Fisher & M. S. Khine (Eds.), Contemporary approaches to research on learning environments: Worldviews (pp. 195-220). Hackensack, NJ: World Scientific Publishers.

Waxman, H. C., Tellez, K., & Walberg H. J. (2006). Improving teacher quality for English Language Learners: Reports and next step recommendations from a national invitational conference. In K. Tellez & H. C. Waxman (Eds.), Improving educator quality for English Language Learners: Research, policies, and practices (pp. 189-195). Mahwah, NJ: Lawrence Erlbaum.

Price, D. D., & Waxman, H. C. (2005). Effective schools. In V. A. Anfara Jr., G. Andrews, & S. B. Mertens (Eds.), The encyclopedia of middle grades education (pp. 185-188). Westerville, OH and Greenwich, CT: National Middle School Association and Information Age.

Tellez, K., Flinspach, S. L., & Waxman, H. C. (2005). Resistance to scientific evidence: Program evaluation and its lack of influence on policies related to language education programs. In R. Hoosain & F. Salili (Eds.), Language in multicultural education (pp. 57-76). Greenwich, CT: Information Age.

Hilberg, R. S., Waxman, H. C., & Tharp, R. G. (2004). Purposes and perspectives on classroom observation research. In H. C. Waxman, R. G. Tharp, & R. S. Hilberg (Eds.), Observational research in U. S. classrooms: New approaches for understanding cultural and linguistic diversity (pp. 1-20). Cambridge, United Kingdom: Cambridge University Press.

Waxman, H. C. (2003). Systematic classroom observation. In J. W. Guthrie (Ed.), Encyclopedia of education (2nd ed, pp. 303-310). New York: Macmillan.

Padron, Y. N., Waxman, H. C., Powers, R. A., & Brown, A. (2002). Evaluating the effects of the Pedagogy to Improve Resiliency Program on English language learners. In L. Minaya-Rowe (Ed.), Teacher training and effective pedagogy in the context of student diversity (pp. 211-238). Greenwich, CT: Information Age.

Padron, Y. N., Waxman, H. C., & Rivera, H. L. (2002). Issues in educating Hispanic students. In S. Stringfield & D. Land (Eds.), Educating at risk students (pp. 66-88). Chicago: National Society for the Study of Education.

Waxman, H. C., Gray, J., & Padron, Y. N. (2002). Resiliency among students at risk of failure. In S. Stringfield & D. Land (Eds.), Educating at risk students (pp. 29-48). Chicago: National Society for the Study of Education.

Waxman, H. C., & Padron, Y. N. (2002). Research-based teaching practices that improve the education of English language learners. In L. Minaya-Rowe (Ed.), Teacher training and effective pedagogy in the context of student diversity (pp. 3-38). Greenwich, CT: Information Age.

Waxman, H. C., Houston, W. R., & Cortina, L. (2001). Determining program quality of a social service collaborative using case study methods and moving towards participatory evaluation. In D. M. Hinn, A. P. Benson, & C. Lloyd (Eds.), Visions of quality: How evaluators define, understand, and represent program quality (pp. 135-151). Oxford, England: Elsevier.

Waxman, H. C., Padron, Y. N., & Arnold, K. A. (2001). Effective instructional practices for students placed at risk of failure. In G.D. Borman, S. C. Stringfield, & R. E. Slavin (Eds.), Title I: Compensatory education at the crossroads (pp. 137-170). Mahwah, NJ: Lawrence Erlbaum.