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PreviewIssue DateTitleContributor(s)
-Preservice elementary teachers' critique of instructional materials for science An earlier version of this paper was presented at the National Association for Research in Science Teaching annual meeting in Philadelphia, PA, March 2003 Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authorSchool of Education, University of Michigan, Ann Arbor, MI 48109-1259, USA ; School of Education, University of Michigan, Ann Arbor, MI 48109-1259, USA
-Dismantling the Walls: Peer-Facilitated Inter-Race/Ethnic Dialogue Processes and ExperiencesCenter for Research on Social Organization; Ann Arbor
-Using economic concepts to inform enrollment managementCenter for the Study of Higher and Postsecondary Education at the University of Michigan; Center for the Study of Higher and Postsecondary Education at the University of Michigan
-Making connections: Using skill theory to recognize how students build and rebuild understandingUniversity of Michigan; University of Michigan
-Expert models and modeling processes associated with a computer-modeling tool An earlier version of the work was presented at NARST 2002 conference This article is based upon the work done at the University of Michigan Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science FoundationSchool of Education, University of Michigan, Ann Arbor, MI 48109; National Institute of Education, Nanyang Technological University, Singapore 637616 ; National Institute of Education, Nanyang Technological University, Singapore 637616; Graduate School of Education, State University of New York at Buffalo, Buffalo, NY 12460
-Using action inquiry to address critical challengesCenter for the Study of Higher and Postsecondary Education at the University of Michigan; Indiana Project on Academic Success; Indiana University
-Editorial—A Survey of Research Questions for Intelligent Information Systems in EducationDepartment of EECS, University of Michigan, 1101 Beal Avenue, Ann Arbor, MI; National Science Foundation, 4201 Wilson Blvd, Room 855, Arlington, VA, 22230; Ann Arbor
-Editors' notesCenter for the Study of Higher and Postsecondary Education at the University of Michigan; Indiana University
-The passage to adulthood: Challenges of late adolescenceUniversity of Michigan; Institute for Social Research at the University of Michigan
-Lessons learned: Institutional research as support for academic improvementCenter for the Study of Higher and Postsecondary Education at the University of Michigan
-Key issues in the persistence of underrepresented minority studentsCenter for the Study of Higher and Postsecondary Education at the University of Michigan School of Education
-Book Review: The Thin Woman: Feminism, Post-Structuralism, and the Social Psychology of Anorexia Nervosa. Helen Malson.Department of Psychology, University of Michigan, Ann Arbor, Michigan; Ann Arbor
-Developmental Benefits of Extracurricular Involvement: Do Peer Characteristics Mediate the Link Between Activities and Youth Outcomes?University of Michigan, Michigan, USA; Connecticut College, 270 Mohegan Avenue, New London, Connecticut, Box 5308, 06320; Ann Arbor
-Book reviewsUniversity of Michigan, USA; Department of Philosophy, University of Wisconsin, Madison; University of California, Santa Cruz; James Madison University, USA; Ann Arbor
-Parent perceptions and attributions for children's math achievementUniversity of Michigan, USA; University of Michigan, USA; Department of Psychology, University of Colorado, Box 345, 80309, Boulder, Colorado; Ann Arbor
-Racial Stereotypes and Gender in Context: African Americans at Predominantly Black and Predominantly White CollegesDepartment of Psychology, University of Michigan, Ann Arbor, Michigan; Department of Sociology, University of Michigan, Ann Arbor, Michigan; Department of Psychology, University of Michigan, Ann Arbor, Michigan; Department of Psychology, University of Michigan, Ann Arbor, Michigan; Department of Psychology, University of Michigan, Ann Arbor, Michigan; Ann Arbor
-The transition to junior high school: Beliefs of pre- and posttransition teachersDepartment of Psychology, University of Michigan, 48109, Ann Arbor, Michigan; Institute for Social Research, 48106, Ann Arbor, Michigan; Connecticut State Department of Education, 06145, Hartford, Connecticut; Ann Arbor
-Adolescent Participation in Structured and Unstructured Activities: A Person-Oriented AnalysisMcKeachie Collegiate Psychology, University of Michigan, USA; University of Michigan, USA; Ann Arbor
-Adolescents' Commitment to Developing Talent: The Role of Peers in Continuing Motivation for Sports and the ArtsCombined Program in Education and Psychology, University of Michigan, Ann Arbor; Women's Studies, and Education, and Research Scientist, Institute for Social Research, University of Michigan, USA; Department of Educational and Psychological Foundations, Northern Illinois University, USA; MacArthur Network for Successful Pathways through Middle Childhood, USA; Max Planck Institute for Human Development, Berlin, Germany; University of Illinois, Urbana-Champaign; Ann Arbor
-A Prospective Study of Adolescents' Peer Support: Gender Differences and the Influence of Parental RelationshipsDepartment of Psychology, The University of Michigan, Ann Arbor, Michigan, 48109; Graduate School of Social Service, Fordham University, 113 West 60th Street, RM 725F, New York, NY, 10025; Ann Arbor