Yvonne Goddard
Cited by
Cited by
A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools
YL Goddard, RD Goddard, M Tschannen-Moran
Teachers college record 109 (4), 877-896, 2007
A multilevel analysis of the relationship between teacher and collective efficacy in urban schools
RD Goddard, YL Goddard
Teaching and teacher education 17 (7), 807-818, 2001
A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning
R Goddard, Y Goddard, E Sook Kim, R Miller
American journal of education 121 (4), 501-530, 2015
Exploring the causal impact of the McREL Balanced Leadership Program on leadership, principal efficacy, instructional climate, educator turnover, and student achievement
R Jacob, R Goddard, M Kim, R Miller, Y Goddard
Educational Evaluation and Policy Analysis 37 (3), 314-332, 2015
A multilevel exploratory study of the relationship between teachers' perceptions of principals' instructional support and group norms for instruction in elementary schools
YL Goddard, CM Neumerski, RD Goddard, SJ Salloum, D Berebitsky
The Elementary School Journal 111 (2), 336-357, 2010
School instructional climate and student achievement: An examination of group norms for differentiated instruction
Y Goddard, R Goddard, M Kim
American Journal of Education 122 (1), 111-131, 2015
Examining connections between teacher perceptions of collaboration, differentiated instruction, and teacher efficacy
Y Goddard, M Kim
Teachers College Record 120 (1), 1-24, 2018
Connecting Principal Leadership, Teacher Collaboration, and Student Achievement.
YL Goddard, R Miller, R Larsen, R Goddard, J Madsen, P Schroeder
Online Submission, 2010
Can professional development improve school leadership? Results from a randomized control trial assessing the impact of McREL’s balanced leadership program on principals in …
RJ Miller, RD Goddard, M Kim, R Jacob, Y Goddard, P Schroeder
Educational Administration Quarterly 52 (4), 531-566, 2016
Effects of self-monitoring on the on-task behavior and written language performance of elementary students with learning disabilities
LH Wolfe, TE Heron, YL Goddard
Journal of Behavioral Education 10, 49-73, 2000
From school leadership to differentiated instruction: A pathway to student learning in schools
YL Goddard, RD Goddard, LP Bailes, R Nichols
The Elementary School Journal 120 (2), 197-219, 2019
Instructional Leadership: A Pathway to Teacher Collaboration and Student Achievement.
RJ Miller, YL Goddard, R Goddard, R Larsen, R Jacob
Online submission, 2010
Applications of tutoring systems in specialized subject areas: An analysis of skills, methodologies, and results
TE Heron, RG Welsch, YL Goddard
Remedial and Special Education 24 (5), 288-300, 2003
M. & Tschannen-Moran, M.(2007) A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools
YL Goddard, R Goddard
Teachers College Record 109 (4), 877-896, 0
Effects of self-monitoring on the narrative and expository writing of four fourth-grade students with learning disabilities
YL Goddard, C Sendi
Reading & Writing Quarterly 24 (4), 408-433, 2008
Differentiated instruction and RTI: A natural fit
SD Allan, YL Goddard
Educational Leadership 68 (2), 1, 2010
Effects of self-correction on the acquisition, maintenance, and generalization of the written spelling of elementary school children
BA Okyere, TE Heron, Y Goddard
Journal of Behavioral Education 7, 51-69, 1997
An exploration of the relationship between collective efficacy and teacher efficacy
R Goddard, Y Goddard
annual meeting of the American Education Research Association, 2001
A multilevel analysis of the influence of collective efficacy on teacher efficacy
RD Goddard, YL Goddard
Teaching and Teacher Education 17 (7), 807-818, 2001
Secondary prevention: Applications through intervention assistance programs and inclusive education
JE Zins, TE Heron, YL Goddard
The handbook of school psychology, 800-821, 1999
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Articles 1–20