Spyros Konstantopoulos
Spyros Konstantopoulos
Verified email at msu.edu - Homepage
Title
Cited by
Cited by
Year
How large are teacher effects?
B Nye, S Konstantopoulos, LV Hedges
Educational evaluation and policy analysis 26 (3), 237-257, 2004
26002004
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
4572000
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
3941999
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
3582013
Fixed effects and variance components estimation in three‐level meta‐analysis
S Konstantopoulos
Research Synthesis Methods 2 (1), 61-76, 2011
3032011
Trends of school effects on student achievement: Evidence from NLS: 72, HSB: 82, and NELS: 92
S Konstantopoulos
IZA Discussion Paper, 2005
2592005
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
2512010
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
1842016
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
1792002
The persistence of teacher effects in elementary grades
S Konstantopoulos, V Chung
American Educational Research Journal 48 (2), 361-386, 2011
1542011
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
1412009
Family background and school effects on student achievement: A multilevel analysis of the Coleman data
S Konstantopoulos, G Borman
Teachers College Record 113 (1), 97-132, 2011
1392011
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
1392008
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
1352004
Effects of teachers on minority and disadvantaged students' achievement in the early grades
S Konstantopoulos
The Elementary School Journal 110 (1), 92-113, 2009
1292009
Are effects of small classes cumulative? Evidence from a Tennessee experiment
B Nye, LV Hedges, S Konstantopoulos
The Journal of Educational Research 94 (6), 336-345, 2001
1242001
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
1222001
Who are America's gifted?
S Konstantopoulos, M Modi, LV Hedges
American Journal of Education 109 (3), 344-382, 2001
1162001
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
1082017
Teacher effects, value-added models, and accountability
S Konstantopoulos
Teachers College Record 116 (1), 2014
972014
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