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RESEARCH ARTICLES AND CONFERENCE PAPERS

J.A. Ross Career Summary: 7 Books; 13 Chapters in Books; 101 Articles in Refereed Journals; 4 Papers in Refereed Proceedings; 91 Technical Writings & Reports; 83 Papers Read at Scholarly Conferences; 35 Articles in Professional Journals.

Teacher Confidence

Teachers who have confidence in their professional abilities are more willing to try new teaching ideas, particularly those that involve greater risks for the teacher. These articles describe studies about the origins and consequences of teacher confidence.

Bruce, C.D., Esmonde, I., Ross, J.A., Dookie, & Beatty, R. (in press). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching & Teacher Education. Abstract

Bruce, C. D. & Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: Teacher peer coaching in grade 3 and 6 mathematics. Canadian Journal of Education, 31(2), 346-370. Abstract

Ross, J. A. & Bruce, C. D. (2007a). Professional Development Effects on Teacher Efficacy: Results of Randomized Field Trial. Journal of Educational Research, 101(1), 50-60. Abstract

Ross, J. A. & Bruce, C. D. (2007b). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23(2), 146-159. Abstract

Ross, J. A., Hogaboam-Gray, A., Gray, P. (2004). Prior student achievement, collaborative school processes, and collective teacher efficacy. Leadership and Policy in Schools, 3(3), 163-188 Abstract

Ross, J. A., Cousins, J. B., Gadalla, T., & Hannay, L. (1999). Administrative assignment of teachers in restructuring secondary schools: The effect of out of field course responsibility on teacher efficacy. Educational Administration Quarterly, 35, 782-804. Abstract

Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Brophy (Ed.) Advances in Research on Teaching. Vol. 7 (pp. 49-74). Greenwich, CT: JAI Press. Abstract

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Computers in the Classroom

Ross, J.A., Bruce, C.D., & Sibbald, T. (in press). Sequencing computer-assisted learning of transformations of trigonometric functions. Teaching Mathematics and Its Applications. Abstract

J. A., Sibbald, Tim, & Bruce, Catherine B. (2009). Characteristics of students assigned to technology-based instruction. Journal of Computer Assisted Learning, 25, 562-573. Abstract

Ross, J. A. & Bruce, C. D. (2009). Student achievement effects of technology-supported remediation of understanding of fractions. International Journal of Mathematical Education in Science and Technology, 40(6), 713-727. Abstract

Bruce, C. D. & Ross, J. A. (2009). Conditions for effective use of interactive on-line learning objects: The case of a fractions computer-based learning sequence. Electronic Journal of Mathematics and Technology. [on-line serial], 3(1).Available http://www.radford.edu/ejmt.    Abstract

Ross, J. A., Hogaboam-Gray, A., McDougall, D., & Bruce, C. (2001-02). The contribution of technology to the implementation of mathematics education reform: Case studies of grade 1-3 teachers. Journal of Educational Computing Research, 26(1), 123-140. Abstract

Ross, J. A., Hogaboam-Gray, A., & Hannay, L. (2001). Effects of teacher efficacy on computer skills and computer cognitions of K-3 students. Elementary School Journal, 102(2), 141-156.Abstract

Ross, J. A., Hogaboam-Gray, A., & Hannay, L. (2001). Collateral benefits of an interactive literacy program. Journal of Research on Computing in Education, 33(3), 219-234. Abstract

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School Improvement

Bruce, C.D., Ross, J.A., & Ingalls, M. (2011, April) Developing instructional capacity through research partnerships: Design research as a framework for collaboration and researched product generation of CLIPS. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Ross, J.A. & Bruce, C.D. (2011, April) The gender confidence gap in fractions knowledge: Gender differences in student belief-achievement relationships. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Ross, J.A., Scott, Garth, & Sibbald, Tim. (in press). The student achievement effects of comprehensive school reform: A Canadian case study. The Journal of Educational Research. Abstract

Ross, J.A. & Sibbald, T. (2010). The role of external diagnosis in school improvement in an Ontario school district. Alberta Journal of Educational Research, 56(4), 403-417. Abstract

Ross, J.A. & Kwan, Celina (in press). Principal perspectives on special education needs. International Journal of Special Education. Abstract

Ross, J.A. & Berger, M-J. (2009). Equity and leadership: Research-based strategies for school leaders. School Leadership and Management, 29(5), 461-474. Abstract

Ross, J. A. (2008). Cost-utility analysis in educational needs assessment. Evaluation and Program Planning, 31, 356-367. Abstract

Ross, J. A., Barkaoui, K., & Scott, G. (2007). Evaluations that consider the cost of educational programs: The contribution of high quality studies. American Journal of Evaluation, 28(4), 477-492. Abstract

Ross, J. A. & Ben Jaafar, S. (2006). Participatory needs assessment. The Canadian Journal of Program Evaluation, 21(1), 131-154. Abstract

Ross, J. A. & Gray, P. (2006). School leadership and student achievement: The mediating effects of teacher beliefs. Canadian Journal of Education. Abstract

Ross, J. A. & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179-199. Abstract

Hannay, L., Smeltzer Erb, C., & Ross, J. A. (2001). Building change capacity within secondary schools thorough goal-driven and living organizations. School Leadership & Management, 21(3), 271-287. Abstract

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Student Assessment

Ross, J. A. & Gray, P. (2008). Alignment of scores on large scale assessments and report card grades. Alberta Journal of Educational Research. Abstract

Ross, J. A. & Starling, M. (2008). Self-assessment in a technology supported environment: The case of grade 9 geography. Assessment in Education. Abstract

Ross, J. A., Ford, J., & Bruce, C. D. (2007). Needs assessment for the development of learning objects. Alberta Journal of Educational Research, 53(4), 430-433. Introduction

Ross, J. A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment, Research and Evaluation, 11(10). Available online: http://pareonline.net/getvn.asp?v=11&n=10

Ross, J. A. & Ross, M. (2005). Student assessment in online courses: Research and practice, 1993-2004. The Canadian Journal of University Continuing Education, 31(2), 43-63. Abstract

Ross, J. A. (2004). Effects of running records assessment on early literacy achievement. Educational Research, 97(4), 186-194. Abstract

Ross, J. A., & Rolheiser, C. (2003). Student assessment practices in cooperative learning. In R. Gillies & A. Ashman (Eds), Co-operative learning: The social and intellectual outcomes of learning in groups (pp. 119-135). New York: Routledge. Introduction

Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (2002). Influences on student cognitions about evaluation. Assessment in Education, 9(1), 81-95. Abstract

Ross, J. A., Hogaboam-Gray, A., & Rolheiser, C. (2002). Student self-evaluation in grade 5-6 mathematics: Effects on problem solving achievement. Educational Assessment, 8(1), 43-59. Abstract

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Mathematics Teaching and Learning

Ross, J.A., Scott, G., & Bruce, C.D. (in press). The gender confidence gap in junior high school mathematics: Gender differences in student belief-achievement relationships. School Science and Mathematics. Abstract

Ross, J. A., Xu, Y. M., & Ford, J. P (2008). The effects of standards-based mathematics teaching on low achieving grade 7 and 8 mathematics students. School Science and Mathematic, 108(8), 362-380. Abstract

McDougall, D., Ross, J. A., & Ben Jaafar, S. (2006). PRIME ten dimensions of mathematics education: Research study. Toronto: Nelson. 32 pp.

Ross, J. A., Bruce, C. D., & Hogaboam-Gray, A. (2006). The impact of a professional development program on student achievement in grade 6 mathematics. Journal of Mathematics Teacher Education, 9, 551-577. Abstract

Small, M., McDougall, D., Ross, J. A., & Ben Jaafar, S. (2006). PRIME developmental maps: Research study. Toronto: Nelson. 79 pp.

Ross, J. A., & McDougall, D. (2004). Mathematics. In K. Leithwood, P. McAdie, N. Bascia, and A. Rodrigue (Eds.), Teaching for deep understanding: Towards the Ontario curriculum that we need (pp. 25-31). Toronto: Elementary Teachers' Federation of Ontario.

Ross, J. A., Hogaboam-Gray, A., McDougall, D., & Le Sage, A. (2003). A survey measuring implementation of mathematics education reform by elementary teachers. Journal of Research in Mathematics Education, 34(4), 344-363. Abstract

Ross, J. A., Hogaboam-Gray, A., & Rolheiser, C. (2002). Self-Evaluation in grade 11 mathematics: Effects on achievement and student beliefs about ability. In D. McDougall (Ed.) OISE Papers on Mathematical Education (pp. 71-86) Toronto: OISE/UT. Introduction

Ross, J. A., McDougall, D., & Hogaboam-Gray, A. (2002). Research on reform in mathematics education, 1993-2000. Alberta Journal of Educational Research, 48(2), 122-138. Abstract

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Updated: April 1, 2009