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Robert Slavin: SOE Faculty 

Robert E. Slavin PhD

Professor
(410) 616-2310
200 W. Towsontown Blvd.
Baltimore, MD 21204

Program Affiliations

Evidence-Based Education, Cooperative Learning, Comprehensive School Reform

Biography

Robert Slavin is director of the Center for Research and Reform in Education at Johns Hopkins University, a part-time professor at the Institute for Effective Education at the University of York (England), and chairman of the Success for All Foundation. He received his B.A. in psychology from Reed College in 1972 and his Ph.D. in social relations in 1975 from Johns Hopkins University.

He has authored or co-authored more than 300 articles and book chapters on such topics as cooperative learning, comprehensive school reform, ability grouping, school and classroom organization, desegregation, mainstreaming, research review and evidence-based reform. He is the author or co-author of 24 books, including Educational Psychology: Theory into Practice (Allyn & Bacon, 1986, 1988, 1991, 1994, 1997, 2000, 2003, 2006, 2009); Cooperative Learning: Theory, Research, and Practice (Allyn & Bacon, 1990, 1995); Show Me the Evidence: Proven and Promising Programs for America’s Schools (Corwin, 1998); Effective Programs for Latino Students (Erlbaum, 2000); Educational Research in the Age of Accountability (Allyn & Bacon, 2007); and Two Million Children: Success for All (Corwin, 2009).

He received the American Educational Research Association’s Raymond B. Cattell Early Career Award for Programmatic Research in 1986; Palmer O. Johnson award for the best article in an AERA journal in 1988; Charles A. Dana award in 1994; James Bryant Conant Award from the Education Commission of the States in 1998; Outstanding Leadership in Education Award from the Horace Mann League in 1999; Distinguished Services Award from the Council of Chief State School Officers in 2000; AERA Review of Research Award in 2009; and Palmer O. Johnson Award for the best article in an AERA journal in 2008; and was appointed as a member of the National Academy of Education in 2009 and an AERA fellow in 2010

Education

Ph.D. Johns Hopkins University, 1975, Department of Social Relations
BA Reed College, 1972, Psychology

Grants and Contracts Awarded

Current Projects

Amount

Project Periods

Scale-Up and Evaluation of Success for All in Struggling Elementary Schools

OII grant via Success for All Foundation

$49,285,513

10/01/2010-09/30/2015

Around the Corner: A Technology-Enhanced Approach to Early Literacy

OII grant via Success for All Foundation

$3,450,361

01/01/2012-12/31/2017

A Technology-facilitated Scale up of a Proven Model of Mathematics Instruction in High Need Schools

OII grant via Old Dominion University

$24,995,690

01/01/2012-12/31/2017

Completed Projects

   

Effective Programs for Elementary Science: A Best-Evidence Synthesis

NSF grant via Johns Hopkins University

$249,795

09/01/2010-08/31/2012

Developing an Evidence-Based Practice Database

Annie E. Casey Foundation via JHU

$136,899

04/01/2010-12/31/2011

Reading Edge High School

IES, US Department of Education via Success for All Foundation

$126,765

07/01/2007-06/30/2011

Center for Data-Driven Reform in Education

IES, US Department of Education via Johns Hopkins University

$2,685,201

07/01/2005-09/30/2010

Effects of Transitional Bilingual Education, Two-Way Bilingual, and Structured English Immersion Programs on the Literacy and Oracy of Spanish-Dominant Children

IES, US Department of Education via Johns Hopkins University

$1,087,286

07/01/2005-09/30/2009

Recent Publications and Presentations

Cheung, A. C. K., & Slavin, R. E. (2015). How methodological features affect effect sizes in education. Submitted for publication.

Hanley, P., Slavin, R. E., & Elliott, L. (2015). Thinking, Doing, Talking Science: Evaluation Report. London: Education Endowment Foundation.

Slavin, R. E. (2015). Educational psychology: Theory into practice (11th Ed.). Boston: Pearson.

Chambers, B., Cheung, A., & Slavin, R. (2015). Literacy and language outcomes of balanced and developmental approaches to early childhood education: A systematic review. Manuscript submitted for publication.

Cheung, A., Slavin, R.E., Lake, C., & Kim, E. (2015). Effective secondary science programs: A best-evidence synthesis. Manuscript submitted for publication.

Cheung, A., & Slavin, R.E. (2015). Effects of Success for All on reading achievement:         secondary analysis using data from the Study of Instructional Improvement (SII).     Manuscript submitted for publication.

Taylor, J., Furtak, E., Kowalski, S., Martinez, A., Slavin, R. E., Wilson, C., & Stuhlsatz, M. (2015). Research syntheses in science education: Cross-case analyses and implications for research design, replication, and reporting practices. Manuscript submitted for publication.

Slavin, R. E. (2015). Cooperative learning in elementary schools. Education 3-13: International Journal of Elementary and Early Years Education, 43 (1), 5-14.

Slavin, R.E. (2015). Cooperative learning in schools. In J. Williams (Ed.), International encyclopedia of the social and behavioral sciences (2nd ed.), 881-886. Amsterdam: Elsevier.

 

Slavin, R. E., & Madden, N. A. (2015). Success for All: Design and implementation of whole school reform at scale. In C. Meyers & W. C. Brandt (Eds.), Implementation fidelity in education research: Designer and evaluator considerations. (pp. 132-153.). New York: Routledge.

Madden, N. A., Slavin, R. E., & Corcoran, R. (2014). The impact of computer-assisted small group tutoring on beginning reading (technical report). Baltimore: Johns Hopkins University.

Slavin, R.E. (2014). What works in teaching math. Better: Evidence-Based Education, 6 (1). Retrieved from http://www.betterevidence.org/issue-14/what-works-in-teaching-mathematics/.

Slavin, R. E., Lake, C., Hanley, P., & Thurston, A. (2014). Experimental evaluations of elementary science programs: A best-evidence synthesis. Journal of Research in  Science Teaching, 51 (7), 870-901.

Cheung, A., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113.

Slavin, R. E., Holmes, G., Madden, N. A., Chamberlain, A., & Cheung, A. (2013). Effects of a data-driven district reform model on state assessment outcomes. American Educational Research Journal, 50 (2), 371-396.

Cheung, A., & Slavin, R.E. (2012). How features of educational technology programs affect student reading outcomes: A meta-analysis. Educational Research Review, 7 (3), 198-215. Doi:10.1016/j.edurev.2012.05.002</JRN>

Cheung, A., & Slavin, R. E. (2012). Effective reading programs for Spanish-dominant English language learners (ELLs) in the elementary grades. Review of Educational Research, 82 (4), 351-395.

Slavin, R. E. (2012). Educational psychology: Theory into practice (10th Ed.). Boston: Allyn & Bacon.

Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011). Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review, 6, 1-26.

Complete CV

Robert Edward Slavin

 

Center for Research and Reform in Education

Johns Hopkins University

300 E. Joppa Road, Suite 500

Baltimore, MD 21286

410-616-2310

e-mail: rslavin@jhu.edu

 

Institute for Effective Education

University of York

York

YO10 5DD

UK

e-mail: Robert.Slavin@york.ac.uk

Education

 

B.A.    Reed College, Portland, Oregon, 1972

            Major:  Psychology     Minor:  Education

 

Ph.D.   Department of Social Relations, Johns Hopkins University, Baltimore,

            Maryland, 1975

 

Experience

 2004 -             Director, Center for Research and Reform in Education, Johns Hopkins

 present            University, Baltimore, MD

 

2010-               Professor, Institute for Effective Education, University of York

present             York, England

 

2007 -              Director, Institute for Effective Education, University of York

2010                York, England

 

1997 -              Chairman, Board of Directors, Success for All Foundation, Baltimore, MD

present

 

1994  -             Principal Research Scientist and Co-Director, Center for Research on the

2004                Education of Students Placed at Risk, Johns Hopkins University

 

1989 -              Principal Research Scientist and Co-Director, Early and Elementary

1994                Program, Center for Research on Effective Schooling for Disadvantaged                            Students, Johns Hopkins University

 

1985 -              Director, Elementary School Program, Center for Research

1990                on Elementary and Middle Schools, Johns Hopkins University

 

1978 -              Research Scientist, Center for Social Organization of

1985                Schools, Johns Hopkins University

 

1975 -              Associate Research Scientist, Center for Social

1978                Organization of Schools, Johns Hopkins University.

 

1972 -              Teacher, Aloha Children' s Center (children with mental disabilities),

1973                Aloha, OR.

 

1970 -              Student teacher (Social Studies, Psychology, Minority

1971                Studies, U.S. History), Aloha High School, Aloha, OR

 

Awards and Scholarships

 

Honorary Doctorate, University of Groningen, The Netherlands, 2014

AERA Fellow, 2010

AERA Review of Research Award, 2009

Member, National Academy of Education, 2009

Palmer O. Johnson Award (best article in an AERA journal in 2007), American Educational                                                                                 

      Research Association, 2008

Honorary Doctorate, University of Ghent, Belgium, 2008.

University of Pennsylvania-CPRE Award for Contributions to Educational Research, 2005

Council of Scientific Society Presidents, 2005

Distinguished Achievement Award for Excellence in Educational Publishing,

      Educational Leadership, 2003

Distinguished Service Award, Council of Chief State School Officers, 2000

Honorary Doctorate, University of Liège, Belgium, 1999

Outstanding Educator Award, Horace Mann League, 1999

James Bryant Conant Award, Education Commission of the States, 1998

Charles A. Dana Award, 1994

Parents Magazine  “As They Grow” award in education, 1994

Award for Distinguished Scientific Contributions to Psychology, Maryland Psychological Association, 1988

Distinguished Achievement Award for Excellence in Educational Journalism, Educational Press Association of America, 1988

Palmer 0. Johnson Award (best article in an AERA journal in 1986), American

      Educational Research Association, 1988

Distinguished Scholar, AERA Committee on the Role and Status of Minorities in

      Educational Research, 1987

Raymond B. Cattell Early Career Award for Programmatic Research, American Educational

      Research Association, 1985

NIMH Training Grant, Johns Hopkins University, 1973-1975

Commendation for Excellence in Scholarship, Reed College, 1972

 

Professional Associations

 

National Academy of Education, 2009

North American Editor, Educational Research and Evaluation, 1996-99

International Association for the Study of Cooperation in Education

  President, 1988-1990; Vice President, 1985-1988

Association for Supervision and Curriculum Development

American Educational Research Association

       Member-at-Large, AERA Council, 1996-99

       Chair, Publications Committee, 1990-92

 

Books

 

Slavin, R.E. (Ed.) (2014). Proven programs in education: Science, technology, and mathematics (STEM). Thousand Oaks, CA: Corwin.

Slavin, R.E. (Ed.) (2014). Proven programs in education: Classroom management and assessment. Thousand Oaks, CA: Corwin.

Slavin, R. E. (2015). Educational psychology:  Theory into practice (11th Ed.). Boston:  Pearson.

Slavin, R.E., Madden, N.A., Chambers, B., & Haxby, B. (2009). Two million children: Success for All. Thousand Oaks, CA: Corwin.

Slavin, R.E. (2007).  Educational research in the age of accountability. Boston: Allyn & Bacon.

Morris, D., & Slavin, R. (2003).  Every child reading.  Boston: Allyn & Bacon.

Borman, G., Stringfield, S., & Slavin, R.E. (Eds.) (2001).  Title I: Compensatory education at the crossroads.  Mahwah, NJ: Erlbaum.

Slavin, R.E., & Madden, N.A. (Eds.) (2001).  Success for All: Research and reform in elementary education.  Mahwah, NJ: Erlbaum.

Slavin, R.E., & Madden, N.A. (Eds.) (2001).  One million children: Success for All.  Thousand Oaks, CA: Corwin.

Slavin, R.E., & Calderón, M. (Eds.) (2001). Effective programs for Latino students.  Mahwah, NJ: Erlbaum.

Slavin, R.E., & Fashola, O.S.  (1998). Show me the evidence:  Proven and promising programs for America’s schools.  Thousand Oaks, CA: Corwin.

Slavin, R.E.  (1997). Education for all. Lisse, The Netherlands: Swets & Zeitlinger.

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1996).  Every child, every school: Success for All.  Thousand Oaks, CA:  Corwin.

Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd Ed.). Boston: Allyn & Bacon.

Slavin, R. E., Karweit, N. L., Wasik, B. A., & Madden, N. A. (Eds.). (1994). Preventing early school failure:Research, policy, and practice. Boston: Allyn & Bacon.

Slavin, R. E. (1994). Using Student Team Learning (4th Ed). Baltimore, MD:  Johns Hopkins Team Learning Project.

Slavin, R. E., Madden, N. A., Karweit, N. L., Dolan, L. J., & Wasik, B. A. (1992). Success for All:  A relentless approach to prevention and early intervention in elementary schools. Arlington, VA:  Educational Research Service.

Slavin, R. E., Karweit, N. L., & Madden, N. A. (Eds.) (1989). Effective programs for students at risk. Boston, MA:  Allyn and Bacon.

Slavin, R. E. (Ed.) (1989). School and classroom organization. Hillsdale, NJ: Erlbaum.

Slavin, R. E., Leavey, M. B., & Madden, N. A. (1986). Team Accelerated Instruction - Mathematics. Watertown, MA:  Charlesbridge.

Slavin, R. E., Sharan, S., Kagan, S., Hertz-Lazarowitz, R., Webb, C., & Schmuck, R. (Eds.). (1985). Learning to cooperate, cooperating to learn. New York:  Plenum.

Slavin, R. E. (1992). Research methods in education:  A practical guide (2nd Ed.). Englewood Cliffs, NJ:  Prentice-Hall.

Slavin, R. E. (1983). Cooperative learning. New York:  Longman.

Slavin, R. E. (1988). Student Team Learning:  An overview and practical guide (2nd Ed.). Washington, D.C.:  National Education Association.

Slavin, R. E. (1987). Cooperative learning in student teams:  What research says to the teacher. Washington, D.C.:  National Education Association.

DeVries, D. L., Slavin, R. E., Fennessey, G. M., Edwards, K. J., & Lombardo, M. (1980). Teams-Games-Tournament:  The team learning approach. Englewood Cliffs, NJ:  Educational Technology Publications.

 

Journal Articles

Slavin, R. E. (in press). Five essential strategies to make cooperative learning effective. Educational Leadership.

Slavin, R. E., Lake, C., Hanley, P., & Thurston, A. (2014). Experimental evaluations of elementary science programs: A best-evidence synthesis. Journal of Research in  Science Teaching, 51 (7), 870-901.

Tracey L, Chambers B, Slavin R, Hanley P, and Cheung A (2014), Success for All in England: Results From the Third Year of a National Evaluation. SAGE Open,4( 3), 1-10. DOI: 10.1177/2158244014547031.

Slavin, R.E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicologia (Spain), 30 (3), 785-791.

Slavin, R.E., & Madden, N.A. (2013). Success for All at 27: New developments in whole-school reform. Journal of Education for Students Placed at Risk, 18 (3), 169-176.

Slavin, R.E. (2013). Effective programmes in reading and mathematics: Lessons from the Best Evidence Encyclopaedia. School Effectiveness and School Improvement, 24 (4), 383-391.

Slavin, R.E., & Madden, N.A. (2013). Taking Success for All to scale. Phi Delta Kappan, 95 (3), 51-55.

Cheung, A., & Slavin, R. E. (2013). Effects of educational technology applications on reading outcomes for struggling readers: A best-evidence synthesis. Reading Research Quarterly, 48 (3), 277-299.

Slavin, R.E. (2013). Overcoming the four barriers to evidence-based education. Education Week, 32 (29), 24.

Cheung, A., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113.

Slavin, R. E., Holmes, G., Madden, N. A., Chamberlain, A., & Cheung, A. (2013). Effects of a data-driven district reform model on state assessment outcomes. American Educational Research Journal, 50 (2), 371-396.

Cheung, A., & Slavin, R. E. (2012). Effective reading programs for Spanish-dominant English language learners (ELLs) in the elementary grades. Review of Educational Research, 82 (4), 351-395.

Cheung, A., & Slavin, R.E. (2012). How features of educational technology programs affect student reading outcomes: A meta-analysis. Educational Research Review, 7 (3), 198-215. Doi:10.1016/j.edurev.2012.05.002</JRN>

Ross, S., Sheard, M.K., Cheung, A., Elliott, L., & Slavin, R.E. (2011). Promoting primary pupils’ social-emotional learning and pro-social behavior: Longitudinal evaluation of the Together 4 All programme in Northern Ireland. Effective Education, 3 (2), 61-81.

Madden, N.A., Slavin, R.E., Logan, M., & Cheung, A. (2011). Effects of cooperative writing with embedded multimedia: A randomized experiment. Effective Education, 3 (1), 1-9.

Chambers, B., Abrami, P. C., Slavin, R. E., Madden, N. A. (2011). A three-tier model of reading instruction supported by technology. International Journal of Innovation and Learning, 9 (3), 286-297.

Chambers, B., Slavin, R. E., Madden, N. A., Abrami, P. C., Karanzalis, M., & Gifford, R. (2011). Small-group computer-assisted tutoring to improve reading outcomes for struggling first and second graders. Elementary School Journal, 111 (4), 625-640.

Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011). Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review, 6, 1-26.

Slavin, R. E., Madden, N. A., Calderón, M. E., Chamberlain, A., & Hennessy, M. (2011). Reading and language outcomes of a five-year randomized evaluation of transitional bilingual education. Educational Evaluation and Policy Analysis, 33 (1), 47-58.

Slavin, R. E. (2011). Job one for Title I: Use what works. Education Week. March 30, 2011. http://www.edweek.org;ew/articles/2011/03/30/26slavin.h30.html.

Slavin, R.E., & Madden, N.A. (2011). Measures inherent to treatments in program effectiveness reviews. Journal of Research on Educational Effectiveness, 4 (4), 370-380.

Tracey, L., Madden, N.A., & Slavin, R.E. (2010). Effects of co-operative learning on the mathematics achievement of Years 4 and 5 pupils in Britain: A randomised control trial. Effective Education, 2 (1), 85-97.

Slavin, R. E. (2010). Evidence-based reform in education. Revista Ibero Americana de Educación, 54, 31-40.

Slavin, R. E. (2010). Can financial incentives enhance educational outcomes? Evidence from international experiments. Educational Research Review, 5(1), 68-80.

Slavin, R. E. (2010). Letter to the editors: Response to Greenleaf and Petrosino. Reading Research Quarterly, 45 (1), 6-7.

Slavin, R.E., Lake, C., & Groff, C. (2009). Effective programs in middle and high school mathematics: A best-evidence synthesis. Review of Educational Research, 79 (2), 839-911.

Slavin, R.E., Chamberlain, A., Daniels, C., & Madden, N.A. (2009).  The Reading Edge: A randomized evaluation of a middle school cooperative reading program.  Effective Education, 1 (1), 13-26.

Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades: A best-evidence synthesis. Review of Educational Research, 79(4), 1391-1465.

Slavin, R.E., & Smith, D. (2009).  The relationship between sample sizes and effect sizes in systematic reviews in education.  Educational Evaluation and Policy Analysis, 31 (4), 500-506.

Slavin, R.E. (2008). What works? Issues in synthesizing educational program evaluations. Educational Researcher, 37(1), 5-14.

Slavin, R.E. (2008).  Evidence-based reform in education: Which evidence matters?  Educational Researcher, 37(1), 47-50.

Slavin, R.E. (2008).  Evidence-based reform in education: What will it take?  European Educational Research Journal, 7(1), 124-128.

Chambers, B., Abrami, P.C., Tucker, B.J., Slavin, R.E., Madden, N.A., Cheung, A., & Gifford, R. (2008). Computer assisted tutoring in Success for All: Reading outcomes for first grade. Journal of Research on Effective Education, 1 (2), 120-137.

Slavin, R., & Lake, C. (2008). Effective programs in elementary mathematics: A best-evidence synthesis. Review of Educational Research, 78 (3), 427-515. Winner of the 2009 AERA Review of Research Award.

Chambers, B., Slavin, R. E., Madden, N. A., Abrami, P. C., Tucker, B., J., Cheung, A., & Gifford, R. (2008). Technology infusion in Success for All: Reading outcomes for first graders. Elementary School Journal, 109(1), 1-15.

Slavin, R.E., Cheung, A., Groff, C., & Lake, C. (2008).  Effective reading programs for middle and high schools: A best evidence synthesis.  Reading Research Quarterly, 43 (3), 290-322.

 

Slavin, R.E., Holmes, G.C., & Daniels, C. (2008/2009). Raising the bar at Furness High. Educational Leadership, 66 (4). Retrieved January 23, 2009 from http://www.ascd.org/publications/educational_leadership/dec08/vol66/num04/Raising_the_Bar_at_Furness_High.aspx

 

Chamberlain, A., Daniels, C., Madden, N.A., & Slavin, R.E. (2007). A randomized evaluation of the Success for All Middle School reading program. Middle Grades Reading Journal, 2 (1), 1-22.

Slavin, R.E., Chamberlain, A., & Daniels, C. (2007). Preventing reading failure. Educational Leadership, 65(2), 22-27.

Borman, G., Slavin, R.E., Cheung, A., Chamberlain, A., Madden, N.A., & Chambers, B. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44(3) 701-703 Winner of the 2008 Palmer O. Johnson Award, AERA.

Slavin, R.E. (2006, October 18). Research and effectiveness: A ‘10 percent solution’ that can make evidence-based reform a reality. Education Week.

Slavin, R.E., & Madden, N.A. (2006). Reducing the gap: Success for All and the achievement of African American students. The Journal of Negro Education, 73 (3), 389-400.

Chambers, B., Cheung, A., Madden, N., Slavin, R. E., & Gifford, R.  (2006). Achievement effects of embedded multimedia in a Success for All reading program.  Journal of Educational Psychology, 98 (1), 232-237.

Borman, G., Slavin, R.E., Cheung, A., Chamberlain, A., Madden, N.A., & Chambers, B. (2005).  Success for All: First year results from the national randomized field trial. Educational Evaluation and Policy Analysis, 27 (1), 1-22.

Slavin, R.E. (2005).  Evidence-based reform in education: Promise and pitfalls.  Mid-Western Educational Researcher, 18 (1), 8-13.

Slavin, R.E., Daniels, C., & Madden, N.A. (2005).  The Success for All Middle School: Adding content to middle grades reform. Middle School Journal, 36 (5), 4-8.

Cheung, A., & Slavin, R.E. (2005).  Effective reading programs for English language learners and other language minority students. Bilingual Research Journal, 29 (2), 241-267.

Slavin, R. E., & Cheung, A. (2005).  A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75 (2), 247-284.

Borman, G., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N. A., & Chambers, B. (2005). The national randomized field trial of Success for All: Second-year outcomes. American Educational Research Journal, 42 (4), 673-696.

Slavin, R.E. (2004).  Built to last: Long-term maintenance of Success for All.  Remedial and Special Education, 25 (1), 61-67.

Slavin, R.E. (2004).  Education research can and must address “what works” questions.  Educational Researcher, 33 (1), 27-28.

Slavin, R.E. & Cheung, A. (2004).  How do English language learners learn to read? Educational Leadership, 61 (6), 52-57.

Slavin, R.E. (2003).  A reader’s guide to scientifically based research.  Educational Leadership, 60 (5), 12-16.

Slavin, R.E. (2003, March 5).  Converging reforms: Change schools? Change districts? How the two approaches can work together.  Education Week, 64, 44-45.

Slavin, R.E.  (2002).  Mounting evidence supports the achievement effects of Success for All.  Phi Delta Kappan, 83 (6), 469-471, 480.

Slavin, R.E. (2002).  Evidence-based education policies: Transforming educational practice and research.  Educational Researcher, 31 (7), 15-21.

Slavin, R.E. (2001).  Big change questions: Does rigorous research knowledge provide a better base for improving student achievement than teachers’ craft knowledge?  Journal of Educational Change, 2 (4), 347-348.

Slavin, R.E.  (2001). Show me the evidence. American School Board Journal, 188 (3), 26-29.

Slavin, R.E. (2001). Reauthorizing Title I: A comprehensive vision.  Title I Monitor, 6 (2), 14-16.

Hurley, E., Chamberlain, A., Slavin, R.E., & Madden, N.A.  (2001). Effects of Success for All on TAAS Reading: A Texas statewide evaluation.  Phi Delta Kappan, 82 (10), 750-756.

Slavin, R.E.  (2001). Response. The facts about comprehensive school reform.  Educational Leadership, 59 (1), 84-85.

Slavin, R.E.  (2000/2001). Putting the school back in school reform.  Educational Leadership, 58 (4), 22-27.

Slavin, R.E., & Madden, N.A. (2000). Research on achievement outcomes of Success for All: A summary and response to critics.  Phi Delta Kappan, 82 (1), 38-40, 59-66.

Slavin, R.E., & Madden, N.A. (2000). Roots & Wings: Effects of whole school reform on student achievement.  Journal of Education for Students Placed at Risk, 5 (1 & 2), 109-136.

Slavin, R.E.  (2000). Expecting excellence. American School Board Journal, 188 (2), 22-25.

Slavin, R.E.  (1999). Comprehensive approaches to cooperative learning.  Theory Into Practice, Spring, 38 (2), 74-80.     

Slavin, R.E. (1999).  How can funding equity ensure enhanced achievement?  Journal of Education Finance, 24 (4), 519-528.

Slavin, R.E. (1999).  Yes, control groups are essential in program evaluation: A response to Pogrow.  Educational Researcher, 28 (3), 36-38.

Slavin, R.E., & Madden, N.A.  (1999). Effects of bilingual and English as a second language adaptations of Success for All on the reading achievement of students acquiring English.  Journal of Education for Students Placed at Risk, 4 (4), 393-416.

Slavin, R.E., & Cooper, R. (1999). Improving intergroup relations: Lessons learned from cooperative learning programs.  Journal of Social Issues, 55 (4), 647-664.

Slavin, R.E.  (1999). Educational research in the 21st Century: Lessons from the 20th.  Issues in Education, 5 (2), 261-266.

Cooper, R., Slavin, R. E., & Madden, N. A. (1998).  Success for All: Improving the quality of implementation of whole-school change through the use of a national reform network. In S. Stringfield and A. Datnow (Eds.).  Education and Urban Society, 30 (3), 385-408.

Fashola, O. S., & Slavin, R. E.  (1998). Schoolwide reform models:  What works?  Phi Delta Kappan, 79 (5), 370-379.

Calderón, M., Hertz-Lazarowitz, R., & Slavin, R. E.  (1998). Effects of Bilingual Cooperative Integrated Reading and Composition on students transitioning from Spanish to English reading. Elementary School Journal, 99 (2), 153-166.

Fashola, O.S. & Slavin, R.E. (1998). Effective dropout prevention and college attendance programs for students placed at risk. Journal of Education for Students Placed at Risk, 3 (2), 159-183.

Slavin, R.E.  (1998). Reading by nine:  What will it take? Peabody Journal of Education, 73,        (3 & 4), 68-80.

Slavin, R.E. (1998). Far and wide: Developing and disseminating research-based programs. American Educator, 22 (3), 8-11.

Slavin, R.E.  (1997/1998). Can education reduce social inequity?  Educational Leadership, 55 (4), 6-10.

Fashola, O. S., & Slavin, R. E. (1997). Promising programs for elementary and middle schools:  Evidence of effectiveness and replicability. Journal of Education for Students Placed at Risk, 2 (3), 251-307.

Slavin, R. E.  (1997). Design competitions: A proposal for a new federal role in educational research and development.  Educational Researcher, 26 (1), 22-28.

Slavin, R. E. (1997, May 11). Ready...Read! Baltimore Sun.

Slavin, R. E.  (1997, May 21). How Title I can (still) save America’s children.  Education Week.

Slavin, R. E.  (1997). Design competitions and expert panels:  Similar objectives, very different paths.  Educational Researcher, 26 (6), 21-22.

Slavin, R. E., Madden, N. A., Dolan, L.J., Wasik, B. A., Ross, S., Smith, L., & Dianda, M. (1996). Success for All:  A summary of research.  Journal of Education for Students Placed at Risk, 1, 41-76.

Slavin, R. E. (1996). Neverstreaming: Preventing learning disabilities.  Educational Leadership, 53 (5), 4-7.

Slavin, R. E. (1996). Research on cooperative learning and achievement:  What we know, what we need to know. Contemporary Educational Psychology, 21 (1), 43-69.

Slavin, R. E. (1996). Cooperative learning in middle and secondary schools.  The Clearing House , 69 (4), 200-204.

Slavin, R. E.  Neverstreaming: Ending learning disabilities before they start.  Support for Learning (Britain), 1996, 11 (2), 74-76.

Slavin, R. E.  (1996). Success for All.  Thrust for Educational Leadership, 6-9.

Slavin, R. E. (1996, December 15). A chance to turn schools around. Baltimore Sun.

Slavin, R. E. (1996). Reforming state and federal policies to support adoption of proven practices.        Educational Researcher, 25 (9), 4-5.

Slavin, R. E. (1995). A model of effective instruction. The Educational Forum, 59 (2), 166-176.

Ross, S. M., Smith, L. J., & Slavin, R. E.  (1995). Increasing the academic success of disadvantaged children: An examination of alternative early intervention programs.  American Educational Research Journal, 32 (4) 773-800.

Stevens, R. J., & Slavin, R. E.  (1995). Effects of a cooperative learning approach in reading and writing on handicapped and non-handicapped students.  Elementary School Journal, 95 (3), 241-262.

Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary school:  Effects on students’ achievement, attitudes, and social relations.  American Educational Research Journal, 32 (2) 321-351.

Slavin, R. E. (1995). Best-evidence synthesis: An intelligent alternative to meta-analysis.  Journal of Clinical Epidemiology, 48 (1), 9-18.

Slavin, R. E. (1995). Detracking and its detractors: Flawed evidence, flawed values.  Phi Delta Kappan, 77 (3), 220-221.

Slavin, R. E. (1995). Making money make a difference. Rethinking Schools, 9 (4), 10, 23.

Slavin, R. E., Madden, N. A., Dolan, L. J., Wasik, B. A., Ross, S., & Smith, L. (1994). “Whenever and wherever we choose...:”  The replication of Success for All.  Phi Delta Kappan, 75 (8), 639-647.

Slavin, R. E. (1994). Outcomes-based education is not mastery learning.  Educational Leadership, 51 (6), 14-15.

Slavin, R. E. (1994). Statewide finance reform:  Ensuring educational adequacy for high poverty schools.  Educational Policy, 8, 425-434.

Slavin, R. E. (1994). Quality, appropriateness, incentive, and time: A model of instructional effectiveness.  International Journal of Educational Research, 21, 141-157.

Slavin, R. E. (1994). After the victory:  Making funding equity make a difference.  Theory into Practice, 33, 98-103.

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A.  (1994). Roots & Wings: Inspiring academic excellence.  Educational Leadership, 52 (3), 10-13

Slavin, R. E. (1993). Ability grouping in the middle grades:  Effects and alternatives. Elementary School Journal, 93, 535-552.

Madden, N. A., Slavin, R. E., Karweit, N. L., Dolan, L., & Wasik, B. (1993). Success for All:  Longitudinal effects of a schoolwide elementary restructuring program. American Educational Reseach Journal, 30, 123-148.

Wasik, B. A., & Slavin, R. E. (1993). Preventing early reading failure with one-to-one tutoring:  A best-evidence synthesis. Reading Research Quarterly, 28 (2), 179-200.

Braddock, J. H., & Slavin, R. E. (1993). Why ability grouping must end: Achieving excellence and equity in American education.  Journal of Intergroup Relations, 20, 51-64.

Mainzer, R. W., Mainzer, K. L.,  Slavin, R. E., & Lowry, E. (1993). What special education teachers should know about cooperative learning.  Teacher Education and Special Education, 16 (1), 42-50.

Slavin, R. E. (1993). Students differ.  So what?  Educational Researcher, 22 (9), 13-14.

Slavin, R. E., & Braddock, J. H. (1993). Ability grouping: On the wrong track.  College Board Review, 168, 11-18.

Slavin, R. E. (1993). Untracking: The 97% solution.  College Board Review, 168, 27, 35.

Slavin, R. E., Karweit, N. L., & Wasik, B. A. (1992/93). Preventing early school failure: What works?  Educational Leadership, 50 (4), 10-18.

Slavin, R. E.  (1992). Early intervention in teaching reading skills prevents failures in higher grades.  School Board News, 12 (23), 2, 5.

Gutierrez, R., & Slavin, R. E. (1992). Achievement effects of the non-graded elementary school:  A best-evidence synthesis. Review of Educational Research, 62, 333-376.

Slavin, R. E. (1992). The non-graded elementary school: Great potential, but keep it simple.  Educational Leadership, 50 (2), 24-25.

Slavin, R. E. (1991). A synthesis of research on cooperative learning. Educational Leadership, 48 (5), 71-82.

Stevens, R. J., Slavin, R. E., & Farnish, A. M. (1991). The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification. Journal of Educational Psychology, 83, 8-16.

Slavin, R. E. (1990). IBM's "Writing to Read" program:  Is it right for reading? Phi Delta Kappan, 72, 214-216.

Stevens, R. J., & Slavin, R. E. (1990). When cooperative learning improves the achievement of students with mild disabilities:  A response to Tateyama-Sniezek. Exceptional Children, 57, 276-280.

Slavin, R. E. (1990). Class size and student achievement:  Is smaller better? Contemporary Education, 42, 6-12.

Slavin, R. E. (1991). Group rewards make groupwork work. Educational Leadership, 48 (5), 89-91.

Slavin, R. E. (1991). Reading effects of IBM's "Writing to Read" program:  A review of evaluations. Educational Evaluation and Policy Analysis, 13, 1-12.

Slavin, R. E. (1991). Are cooperative learning and untracking harmful to the gifted? Educational Leadership, 48 (6), 68-71.

Slavin, R. E. (1991). Chapter 1:  A vision for the next quarter-century. Phi Delta Kappan, 72 (8), 586-592.

Madden, N. A., Slavin, R. E., Karweit, N. L., Dolan, L., & Wasik, B. (1991). Success for all.  Phi Delta Kappan, 72 (8), 593-599.

Slavin, R. E., Madden, N. A., Karweit, N. L., Dolan, L., Wasik, B. A., Shaw, A., Mainzer, K. L., & Haxby, B. (1991). Neverstreaming:  Prevention and early intervention as an alternative to special education. Journal of Learning Disabilities, 24, 373-378.

Slavin, R. E., & Madden, N. A. (1991). Modifying Chapter 1 program improvement guidelines to reward appropriate practices. Educational Evaluation and Policy Analysis, 4, 369-379.

Slavin, R. E. (1991). Normal curve equivalent gains:  Handle with care!   ERS Bulletin, 9, 3-11.

Slavin, R. E., Madden, N. A., Karweit, N. L., Dolan, L. J., & Wasik, B. A. (1991). Success for All:   Ending reading failure from the beginning. Language Arts, 68, 404-409.

Slavin, R. E. (1991). Cooperative learning and group contingencies. Journal of Behavioral Education, 1, 105-115.

Slavin, R. E. (1991). Critical commentary on a best-evidence synthesis of effects of passive smoking. Clinical and Investigative Medicine, 14, 486-487.

Slavin, R. E., Madden, N. A., & Stevens, R. J. (1989/90). Cooperative learning models for the 3 R's. Educational Leadership, 47 (4), 22-28.

Slavin, R. E. (1989/90). Cooperative learning:  Here to stay or gone tomorrow? Educational Leadership, 47 (4), 22-28.

Slavin, R. E. (1989/1990). Research on cooperative learning:  Consensus and controversy. Educational Leadership, 47 (4), 52-55.

Slavin, R. E. (1990). On making a difference. Educational Researcher, 19 (3), 30-34.

Slavin, R. E. (1990). General education under the Regular Education Initiative:  How must it change? Remedial and Special Education, 11 (3), 40-61.

Slavin, R. E., Madden, N. A., Karweit, N. L., Livermon, B. J., & Dolan, L. (1990). Success for All:  First year outcomes of a comprehensive plan for reforming urban education. American Educational Research Journal, 27, 255-278.

Slavin, R. E. (1990). On Success for All:  Defining "success", defining "all". Remedial and Special Education, 11, (4), 60-61.

Slavin, R. E. (1990). Learning together. American School Board Journal, 1990, 177 (8), 22-23.

Slavin, R. E. (1990). Mastery learning re-reconsidered. Review of Educational Research, 1990, 60, 300-302.

Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools:  A best-evidence synthesis. Review of Educational Research, 60, 471-499.

Slavin, R. E. (1990). Ability grouping in secondary schools:  A response to Hallinan. Review of Educational Research, 60, 505-507.

Slavin, R. E. (1990). Ability grouping, cooperative learning, and the gifted. Journal for the Education of the Gifted, 14, 3-8.

Slavin, R. E. (1990). Cooperative learning and the gifted:  Who benefits? Journal for the Education of the Gifted, 14, 28-30.

Slavin, R. E. (1989). Class size and student achievement:  Small effects of small classes. Educational Psychologist, 24, 99-110.

Slavin, R. E., & Madden, N. A. (1989). What works for students at risk:  A research synthesis. Educational Leadership, 46 (5), 4-13. Winner of the 1989 prize for scholarly feature articles awarded by the Society of National Association Publications.

Madden, N. A., Slavin, R. E., Karweit, N. L., & Livermon, B. J. (1989). Success for All:  Restructuring the urban elementary school. Educational Leadership, 46 (5), 14-18.

Slavin, R. E. (1989). On mastery learning and mastery teaching. Educational Leadership, 46 (7), 77-79.

Slavin, R. E. (1989). Comprehensive cooperative learning models for heterogeneous classrooms. The Pointer, 33 (2), 12-19.

Slavin, R. E. (1989). PET and the pendulum:  Faddism in education and how to stop it. Phi Delta Kappan, 70, 752-758.

Slavin, R. E., Madden, N. A., Karweit, N. L., Livermon, B. J., & Dolan, L. (1989). Can every child learn? An evaluation of "Success for All" in an urban school. Journal of Negro Education, 58, 357-366.

Slavin, R. E. (1989). Research on cooperative learning:  An international perspective. Scandanavian Journal of Educational Research, 33, 231-243.

Slavin, R. E. (1988, January). Cooperative revolution catches fire. The School Administrator, 45, 9-13.

Slavin, R. E., Stevens, R. J., & Madden, N. A. (1988). Accommodating student diversity in reading and writing instruction:  A cooperative learning approach. Remedial and Special Education, 9, 60-66.

Slavin, R. E. (1988). Winning isn't everything, but is it anything? Contemporary Psychology, 33, 151.

Slavin, R. E. (1988). Synthesis of research on grouping in elementary and secondary schools. Educational Leadership, 46 (1), 67-77.

Slavin, R. E. (1988). Cooperative learning and student achievement. Educational Leadership, 46 (2), 31-33.

Slavin, R. E. (1988). Back up the bucks with effective programs for Chapter 1 children. R & D Preview, 3 (2), 12.

Slavin, R. E. (1987). A theory of school and classroom organization. Educational Psychologist, 22, 89-108.

Slavin, R. E. (1987). Grouping for instruction in the elementary school. Educational Psychologist, 22, 109-127.

Slavin, R. E. (1987, March). Cooperative learning:  Can students help students learn?  Instructor, 74-78.

Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning:  A reconciliation. Child Development, 58, 1161-1167. Article also published in Italian translation as Apprendimento cooperativo, una proposta di conciliazione fra prospettive evolutive e motivazionali. Eta ' Evolutiva, 1986, 24, 54-61.

Slavin, R. E. (1987, April). The Hunterization of America's schools. Instructor, 56-58.

Slavin, R. E. (1987). Best-evidence synthesis:  Why less is more. Educational Researcher, 4, 15-16.

Slavin, R. E. (1987). Ability grouping and its alternatives:  Must we track?  American Educator, 11 (2), 32-36, 47-48.

Slavin, R. E. (1987). Mastery learning reconsidered. Review of Educational Research, 57, 175-213.

Slavin, R. E. (1987). Taking the mystery out of mastery:  A response to Guskey, Anderson, and Burns. Review of Educational Research, 57, 231-235.

Slavin, R. E. (1987). Cooperative learning in geometry:  180 degrees off. Contemporary Psychology, 32, 62-63.

Slavin, R. E. (1987). Cooperative learning:  Where behavioral and humanistic approaches to classroom motivation meet. Elementary School Journal, 88, 29-37.

Slavin, R. E. (1987). Making Chapter 1 make a difference. Phi Delta Kappan, 69, 110-119. Winner of the Distinguished Achievement Award for Excellence in Educational Journalism, Educational Press Association of America, 1988.

Slavin, R. E. (1987).  Grouping for instruction:  Equity and effectiveness. Equity and Excellence, 23, 31-36.

Stevens, R. J., Madden, N. A., Slavin, R. E., & Farnish, A. M. (1987). Cooperative Integrated Reading and Composition:  Two field experiments. Reading Research Quarterly, 22, 433-454.

Slavin, R. E. (1987). Combining cooperative learning and individualized instruction. Arithmetic Teacher, 35 (3), 14-16.

Slavin, R. E. (1987). Cooperative learning and the cooperative school. Educational Leadership, 45 (3), 7-13.

Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools:  A best-evidence synthesis. Review of Educational Research, 57, 293-336.

Slavin, R. E. (1987). Ability grouping in elementary schools:  Do we really know nothing until we know everything? Review of Educational Research, 57, 347-350.

Slavin, R. E. (1986). Learning together. American Educator, 10, (2), 6-13.

Slavin, R. E. (1986). Best-evidence synthesis:  An alternative to meta-analytic and traditional reviews. Educational Researcher, 15, (9), 5-11. Winner of the Palmer 0. Johnson Award (best article in an AERA journal in 1986), American Educational Research Association, 1988. Reprinted in W. R. Shadish and C. S. Reichardt (Eds. ), Evaluation Studies Review Annual (Vol. 12). Newbury Park, CA:  Sage, 1987.

Slavin, R. E. (1986). The Napa evaluation of Madeline Hunter's ITIP:  Lessons learned. Elementary School Journal, 87, 165-171.

Slavin, R. E., & Madden, N. A. (1986). The integration of students with mild academic handicaps in regular classrooms. Prospects (Unesco), 16, 443-461.

Slavin, R. E., & Karweit, N. (1985). Effects of whole class, ability grouped, and individualized instruction on mathematics achievement. American Educational Research Journal, 22 (3), 351-367.

Slavin, R. E. (1985). Cooperative learning:  Applying contact theory in desegregated schools. Journal of Social Issues, 41, 45-62.

Slavin, R. E. (1984). Component building:  A strategy for research-based instructional improvement. Elementary School Journal, 84, 255-269 .

Slavin, R. E., Madden, N., & Leavey, M. (1984). Effects of cooperative learning and individualized instruction on mainstreamed students. Exceptional Children, 50, 434-443.

Slavin, R. E., Leavey, M., & Madden, N. A. (1984). Combining cooperative learning and individualized instruction:  Effects on student mathematics achievement, attitudes, and behaviors. Elementary School Journal, 84, 409-422.

Slavin, R. E. (1984). Students motivating students to excel:  Cooperative incentives, cooperative tasks, and student achievement. Elementary School Journal, 85, 53-64. Reprinted in H. F. Clarizio, R. C. Craig, and W. A. Mehrens (Eds.), Contemporary issues in educational psychology. New York:  Random House, 1986.

Slavin, R. E., Madden, N. A., & Leavey, M. (1984). Effects of Team Assisted Individualization on the mathematics achievement of academically handicapped and non-handicapped students. Journal of Educational Psychology, 76, 813-819.

Slavin, R. E. (1984). Meta-analysis in education:  How has it been used? Educational Researcher, 13 (8), 6-15.

Slavin, R. E. (1984). A rejoinder to Carlberg et al. Educational Researcher, 13 (8), 24-27.

Slavin, R. E. (1984). Team Assisted Individualization:  Cooperative learning and individualized instruction in the mainstreamed classroom. Remedial and Special Education, 5 (6), 33-42.

Slavin, R. E., & Karweit, N. (1984). Mastery learning and student teams:  A factorial experiment in urban general mathematics classes. American Educational Research Journal, 21, 725-736.

Madden, N. A., & Slavin, R. E. (1983). Effects of cooperative learning on the social acceptance of mainstreamed academically handicapped students. Journal of Special Education, 17, 171-1 82.

Hollifield, J. H., & Slavin, R. E. (1983). Disseminating Student Team Learning through Federally funded programs:  Appropriate technology, appropriate channels. Knowledge, 4, 576-589.

Slavin, R. E. (1983). Educational psychology for teachers. Contemporary Psychology, 28, 401-402.

Slavin, R. E. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94, 429-445.

Slavin, R. E. (1983). A nation at risk:  Realities and remedies. Elementary School Journal, 84, 131-138.

Madden, N. A., & Slavin, R. E. (1983). Mainstreaming students with mild academic handicaps:  Academic and social outcomes. Review of Educational Research, 53, 519-569.

Karweit, N., & Slavin, R. E. (1982). Time-on-task:  Issues of timing, sampling and definition. Journal of Educational Psychology, 74, 844-851.

Slavin, R. E. (1981). Cooperative learning and desegregation. Journal of Educational Equity and Leadership, 1, 145-161.

Slavin, R. E., Wodarski, J. L., & Blackburn, G. L. (1981). A group contingency for electricity consumption in master-metered apartments. Journal of Applied Behavioral Analysis, 14, 357-363.

Slavin, R. E., & Karweit, N. (1981). Cognitive and effective outcomes of an intensive student team learning experience. Journal of Experimental Education, 50, 29-35.

Hansell, S., Tackaberry, S. N., & Slavin, R. E. (1981). Cooperation, competition, and the structure of student peer groups. Representative Research in Social Psychology, 12, 46-61.

Slavin, R. E., & Oickle, E. (1981). Effects of cooperative learning teams on student achievement and race relations:  Treatment x race interactions. Sociology of Education, 54, 174-180.

Beady, C. L., Slavin, R. E., & Fennessey, G. M. (1981). Alternative student evaluation structures and a focused schedule of instruction in an inner-city junior high school. Journal of Educational Psychology, 73, 518-523.

Hansell, S., & Slavin, R. E. (1981). Cooperative learning and interracial friendships. Sociology of Education, 54, 98-106.

Slavin, R. E. (1981). A case study of psychological research affecting classroom practice:  Student Team Learning. Elementary School Journal, 82, 5-17.

Slavin, R. E. (1981). A policy choice:  Cooperative or competitive learning. Character, 2 (3),

1-6.

Karweit, N., & Slavin, R. E . (1981). Measurement and modeling choices in studies of time and learning. American Educational Research Journal, 18, 157-171.

Slavin, R. E . (1981). Cooperative learning:  A research synthesis. Educational Leadership, 38, 655-660.

Beady, C. L., & Slavin, R. E. (1981). Making success available to all students in desegregated schools. Integrated Education, 18 (6), 28-31.

Slavin R. E. (1980). Cooperative learning. Review of Educational Research, 50, 315-342. Named a "citation classic" (cited at least 100 times) by Current Contents, 1988.

Slavin, R. E. (1980). Effects of student teams and peer tutoring on academic achievement and time on-task. Journal of Experimental Education, 48, 252-257.

Slavin, R. E. (1980). Effects of individual learning expectations on student achievement. Journal of Educational Psychology, 72, 520-524.

Slavin, R. E. (1980). Cooperative learning in teams:  State of the art. Educational Psychologist, 15, 93-111.

Slavin, R. E. (1979). Effects of biracial learning teams on cross-racial friendships. Journal of Educational Psychology, 71, 381-387.

Slavin, R. E., & Tanner, A. M. (1979). Effects of cooperative reward structures and individual accountability on productivity and learning. Journal of Educational Research, 1979, 72, 294-298.

Slavin, R. E. (1979). Integrating the desegregated classroom:  Action speaks louder than words. Educational Leadership, 36 (5), 322-324.

Slavin, R. E., & Madden, N. A. (1979). School practices that improve race relations. American Educational Research Journal, 16, 169-180.

Slavin, R. E. (1979, January 11). Competence and competency-based graduation requirements. Baltimore Sun.

Slavin, R. E. (1978). Basic vs. applied research:  A response. Educational Researcher, 7, 15-17.

DeVries, D. L., Edwards, K. J., & Slavin, R. E. (1978). Biracial learning teams and race relations in the classroom:  Four field experiments using Teams-Games-Tournament. Journal of Educational Psychology, 70, 356-362.

Slavin, R. E. (1978). Student teams and comparison among equals:  Effects on academic performance and student attitudes. Journal of Educational Psychology, 70, 532-538.

Slavin, R. E. (1978). Student teams and achievement divisions. Journal of Research and Development in Education, 12, 39-49.

DeVries, D. L., & Slavin, R. E. (1978). Teams-Games-Tournament:  Review of ten classroom experiments. Journal of Research and Development in Education, 12, 28-38.

Slavin, R. E. (1978). Separating incentives, feedback, and evaluation:  Toward a more effective classroom system. Educational Psychologist, 13, 97-100.

Slavin, R. E. (1977). A student team approach to teaching adolescents with special emotional and behavioral needs. Psychology in the Schools, 14, 77-84.

Slavin, R. E. (1977). Classroom reward structure:  An analytic and practical review. Review of Educational Research, 47, 633-650.

Slavin, R. E. (1977). Using student learning teams to integrate the desegregated  classroom. Integrated Education, 15, 56-58.

 

Book Chapters

Slavin, R.E. (in press). Cooperative learning. In J. Williams (Ed.), International encyclopedia of the social and behavioral sciences (2nd ed.). Amsterdam: Elsevier.

Slavin, R. (2013). Cooperative learning and achievement: Theory and research. In W. Reynolds, G. Miller, & I. Weiner (Eds.) Handbook of psychology, vol. 7 (2nd ed.). (pp.199-212.). Hoboken, NJ: Wiley.

Slavin, R.E. (2012). Classroom applications of cooperative learning. In K. Harris, S. Graham, T. Urdan, A. Bus, S. Major, & L. Swanson (Eds.), APA handbook of educational psychology, Vol. 3: Application to teaching and learning. (pp. 359-378). Washington, DC: American Psychological Association.

Chambers, B., de Botton, O., Cheung, A., Slavin, R.E. (2012). Effective early childhood programs for children at risk of school failure. In O. N. Saracho & B. Spodek (Eds.). Handbook of research on the education of young children (3rd ed).  (pp. 322-331). New York: Routledge.

Slavin, R.E. (2011). Instruction based on cooperative learning (pp. 344-360). In R. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction. New York: Routledge.

Slavin, R. E. (2010). Co-operative learning: What makes groupwork work? In H. Dumont, D. Istance, & F. Benavides (Eds.), The nature of learning: Using research to inspire practice. (pp. 161-178). Paris, France: OECD.

Slavin, R. E. (2010). Innovations and early intervention in the teaching of literacy. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education, Volume 6 (pp. 221-226). Oxford: Elsevier.

Slavin, R. E., & Madden, N. A. (2010). Success for All: Prevention and early intervention in school-wide reform. In J. Meece & J. Eccles (Eds.), Handbook of research on schools, schooling, and human development. (pp. 434-445). New York: Routledge.

Slavin, R. E. (2010). Cooperative learning. In E. Baker, P. Peterson, & B. McGaw (Eds.), International encyclopedia of education (3rd ed.). Oxford, England: Elsevier.

Slavin, R. E. (2009).  Cooperative learning. In G. McCulloch & D. Crook (Eds.), International Encyclopedia of education. Abington, UK: Routledge.

Slavin, R.E. (2009). Systematic reviews of research on educational programs: Methodological and substantive issues. In R. St. Clair (Ed.), Education science: Critical perspectives (pp. 53-70). Rotterdam, The Netherlands: Sense.

Chambers, B., Slavin, R. E., Madden, N. A., Abrami, P. C., Tucker, B., J., Cheung, A., & Gifford, R. (2008). Computer-assisted tutoring in Success for All: Two studies of reading outcomes for first graders. In A. Bus (Ed.). Multimedia and literacy development: Improving achievement for young learners. (pp. 224-237). London: Taylor & Francis.

Chambers, B., Cheung, A., Madden, N. A., Slavin, R.E., & Gifford, R. (2008). Embedded multimedia: Using video to enhance reading outcomes in Success for All. In A. Bus (Ed.). Multimedia and literacy development: Improving achievement for young learners (pp. 213-223). London: Taylor & Francis.

Slavin, R. E. (2008). Comprehensive school reform. In T. Good (Ed.), 21st century education: A reference handbook. Thousand Oaks, CA: Sage.

Slavin, R. E., Madden, N. A. & Chambers, B. (2008). Success for All, embedded multimedia, and the teaching-learning orchestra. In S. Neuman. Pathways to literacy achievement for high poverty children: Ready to learn. (pp.243-259). Baltimore: Paul Brookes.

Slavin, R.E., & Madden, N.A. (2007). Scaling up Success for All: The first sixteen years. In B. Schneider and S. McDonald (Eds.), Scale-up in education (pp. 201-228). Lanham, MD: Rowman & Littlefield.

Slavin, R.E., Madden, N.A., & Datnow, A. (2007). Research in, research out: The role of research in the development and scale-up of Success for All. In S. Fuhrman, D. Cohen, & F. Mosher (Eds.), The state of education policy research (pp. 261-280). Mahwah, NJ: Erlbaum.

Chambers, B., Cheung, A., Madden, N. Slavin, R., & Gifford, R. (2007). Embedded multimedia: Using video to enhance reading outcomes in Success for All. In B. Taylor & J. Ysseldyke (Eds.), Effective instruction for struggling readers, K-6. (pp. 37-54).  New York: Teachers College Press.

Chambers, B., Cheung, A., Slavin, R.E. (2006). Effective preschool programs for children at risk of school failure: A best-evidence synthesis. In B. Spodek (Ed). Handbook of research on the education of young children (pp. 347-359). New York: Macmillan.

Slavin, R.E. (2006). Translating research into widespread practice: The case of Success for All. In M. Constas & R. Sternberg (Eds.), Translating theory and research into educational practice (pp. 113-126). Mahwah, NJ: Erlbaum.

Slavin, R.E., & Madden, N.A. (2006). Success for All: Research and reform in reading. In A. Harris & J. H. Crispeels (Eds.), Improving schools and educational systems (pp. 41- 55). Abingdon: Routledge.

Slavin, R.E., & Cheung, A. (2004).  Effective early reading programs for English Language Learners. In O. Saracho & B. Spodek (Eds.), Contemporary perspectives on language policy and literacy instruction in early childhood education.  Greenwich, CT: Information Age Publishing.

Slavin, R.E., & Madden, N.A. (2004). Scaling up Success for All: Lessons for policy and practice. In T.K. Glennan, Jr., S. J. Bodilly, J.R. Galegher, & K.A. Kerr (Eds.), Expanding the reach of education reforms: Perspectives from leaders in the scale-up of educational interventions. Arlington, VA: RAND.

Slavin, R.E., Hurley, E.A., & Chamberlain, A.M. (2003).  Cooperative learning and achievement: Theory and research.  In W.M. Reynolds & G.E. Miller (Eds.), Handbook of Psychology, Volume 7 (pp. 177-198).  Hoboken, NJ: Wiley.

Slavin, R.E. (2002).  Cooperative learning in elementary and secondary schools.  In Levinson, D.L., Cookson, Jr., P.W., & Sadovnik, A.R. (Eds.), Education and sociology.  New York, NY: Routledge Falmer.

Slavin, R.E. (2002).  Cooperative learning.  In Salkind, N.J. (Ed.), Child Development.  New York, NY: Macmillan Library Reference USA.

Slavin, R.E. (2002).  The intentional school: Effective elementary education for all children.  In Stringfield, S., & Land, D. (Eds.), Educating at-risk students.  Chicago, IL: University of Chicago.

Slavin, R.E. & Madden, N.A. (2002).  “Success for All” and African-American and Latino student achievement.  In Chubb, J. & Loveless, T. (Eds.), Bridging the achievement gap.  Washington, DC: Brookings Institution Press.

Slavin, R.E., & Madden, N.A. (2001).  Effects of bilingual and English as a second language adaptations of Success for All on the reading achievement of students acquiring English.  In R.E. Slavin & M. Calderón (Eds.), Effective programs for Latino students.  Mahwah, NJ: Erlbaum.

Fashola, O.S., & Slavin, R.E. (2001).  Effective dropout prevention and college attendance programs for Latino students.  In R.E. Slavin and M.Calderón, (Eds.), Effective programs for Latino students.  Mahwah, NJ: Erlbaum

Fashola, O.S., Slavin, R.E., Calderón, M., & Durán, R. (2001).  Effective programs for Latino students in elementary and middle schools.  In R.E. Slavin and M.Calderón, (Eds.), Effective programs for Latino students.  Mahwah, NJ: Erlbaum.

Slavin, R.E., Hurley, E.A., & Chamberlain, A.M. (2001).  Cooperative learning in schools.  In N.J. Smelser and Paul B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 2756-2761). Oxford, England: Pergamon.

Slavin, R.E., and Madden, N.A. (2001).  Summary of research on Success for All and Roots & Wings.  In R.E. Slavin & N.A. Madden (Eds.), Success for All: Research and reform in elementary education.  Mahwah, NJ: Erlbaum.

Slavin, R.E., and Madden, N.A. (2001).  Disseminating Success for All: Lessons for policy and practice.  In R.E. Slavin & N.A. Madden (Eds.), Success for All: Research and reform in elementary education.  Mahwah, NJ: Erlbaum.

Slavin, R.E.  (2001).  How Title I can become the engine of reform in America’s schools.  In Borman, G.D., Stringfield, S.C., & Slavin, R.E. (Eds.), Title I: Compensatory education at the crossroads.  Mahwah, NJ: Erlbaum.

Slavin, R.E. (2001).  Success for All: failure prevention and early intervention.  In Sornson, B. (Ed.), Preventing early learning failure.  Alexandria, VA: ASCD.

Cooper, R., & Slavin, R.E.  (2001).  Cooperative learning programs and multicultural education: Improving intergroup relations.  In Salili, F. & Hoosain, R. (Eds.), Multicultural education: Issues, policies, and practices. Information Age Publishing.

Slavin, R.E., Hurley, E.A., & Chamberlain, A.M. (2001).  Cooperative learning in schools.  In N.J. Smelser and Paul B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 2756-2761). Oxford, England: Pergamon.

Slavin, R.E.  The pendulum revisited: Faddism in education and its alternatives.  In G.J. Cizek (Ed.), Handbook of educational policy.  Orlando, FL: Academic Press, 1999.

Slavin, R. E. (1999). Educating young students at risk of school failure: Research, practice and policy.  In Robert J. Stevens (Ed.), Teaching in American schools.  Upper Saddle River, NJ: Merrill.

Slavin, R.E., & Madden, N.A. (1999). Success for All: Effects of prevention and early intervention on elementary students' reading.  In Lotty Eldering and Paul P.M. Leseman (Eds.), Effective early education. New York, NY: Falmer Press.

Slavin, R.E., & Madden, N.A. (1999).  Roots & Wings: A comprehensive approach to elementary school reform.  In J. Block, S. Everson, & T. Guskey (Eds.), Comprehensive school reform: A program perspective.  Dubuque, IA: Kendall/Hunt.

Slavin, R. E.  (1998). Sand, bricks, and seeds: School change strategies and readiness for reform.  In A. Hargreaves, A. Liberman, M. Fullan, & D. Hopkins (Eds.).  International handbook of educational change.   Dardrecht, The Netherlands:  Kluwer.

Slavin, R.E.  (1998). Success for All: Policy consequences of a replicable schoolwide reform.  In G.J. Cizek (Ed.), Handbook of educational policy.  Orlando, FL: Academic Press.

Madden, N. A., Slavin, R. E., Wasik, B. A., & Dolan, L. J.  (1997). Reading, writing, and language arts in Success for All.  In S. Stahl and D. Hayes (Eds.), Instructional models in reading.  Mahwah, NJ:  Erlbaum.

Slavin, R.E.  (1997). Co-operative learning among students.  In D. Stern & G. Huber (Eds.), Active Learning for students and teachers:  Reports from eight countries. Paris:  Organization for Economic Co-Operation and Development.

Slavin, R.E. (1997). Cooperative learning and student diversity.  In R. Ben-Ari & Y. Rich (Eds.), Enhancing education in heterogeneous Schools.  Ramat-Gan:  Bar-Ilan University Press.

Slavin, R. E., Madden, N. A., & Wasik, B. A. (1996). Roots and Wings.  In S. Stringfield, S. Ross, & L. Smith (Eds.), Bold Plans for Educational Reform:  The New American Schools.  Hillsdale, NJ:  Erlbaum.

Slavin, R. E. (1995). Cooperative learning and intergroup relations.  In J. A. Banks & C. A. Banks  (Eds.), Handbook of research on multicultural education..  New York: Macmillan.

Slavin, R. E. (1995). Cooperative learning and student diversity.  In R. Ben-Ari and Y. Rich  (Eds.), Understanding and treating diversity in education:  An international perspective.   New York: Macmillan.

Slavin, R. E., & Madden, N. A. (1995). Success for All:  Creating schools and classrooms in which all children can read.  In J. Oakes (Ed.), Creating new educational communities.   Chicago: University of Chicago Press.

Slavin, R. E.  (1995). Teaching at-risk students: What works?  In A. C. Ornstein (Ed.), Teaching: Theory into practice.  Boston: Allyn & Bacon.

Slavin, R. E. (1995). Cooperative learning and student diversity.  In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education .  New York: Macmillan.

Slavin, R. E.  (1995). Enhancing intergroup relations in schools:  Cooperative learning and other strategies.  In W. D. Hawley and A. W. Jackson (Eds.), Toward a common destiny:  San Francisco: Jossey-Bass.

Braddock, J.H., & Slavin, R.E.  (1995). Why ability grouping must end:  Achieving excellence and equity in American education.  In H. Pool & J.A. Page (Eds.), Beyond tracking.  Bloomington, IN:  Phi Delta Kappa.

Gutiérrez, R., & Slavin, R. E.  (1995). Research in nongraded elementary schools:  Simple is beautiful.  In R. Fogarty (Ed.), Think about...Multiage classrooms:  An anthology of original essays.  Illinois:  IRI/Skylight Training and Publishing.

Slavin, R. E. (1994). Preventing early school failure:  The challenge and the opportunity. In R. E. Slavin, N. L. Karweit, and B. A. Wasik (Eds.), Preventing early school failure. Boston:  Allyn and Bacon.

Slavin, R. E. (1994). School and classroom organization in beginning reading:  Class size, aides, and instructional grouping. In R. E. Slavin, N. L. Karweit, and B. A. Wasik (Eds.), Preventing early school failure. Boston:  Allyn and Bacon.

Slavin, R. E., Madden, N. A., Karweit, N. L., Dolan, L. J., & Wasik, B. A. (1994). Success for All:  A comprehensive approach to prevention and early intervention.  In R. E. Slavin, N. L. Karweit, and B. A. Wasik (Eds.), Preventing early school failure. Boston:  Allyn and Bacon.

Slavin, R. E. (1994). Preventing early school failure:  Implications for policy and practice. In R. E. Slavin, N. L. Karweit, and B. A. Wasik (Eds.), Preventing early school failure. Boston:  Allyn and Bacon.

Slavin, R. E., Madden, N. A., & Stevens, R. J. (1994). Cooperative integrated reading and composition: Applications for the language arts classroom.  In R. J. Stahl (Ed.), Cooperative learning in language arts: A handbook for teachers.  Boston: Addison-Wesley.

Slavin, R. E. and Braddock, J. H. (1994). Ability grouping: On the wrong track.  In Goodlad, J. I., & Keating, P. (Eds.), Access to knowledge: The continuing agenda for our nation’s schools  New York: The College Board.

Slavin, R. E. (1992). Grouping.  In L. R. Williams & D. P. Fromberg (Eds.), Encyclopedia of early childhood education.  New York: Garland.

Slavin, R. E. (1992). Co-operative learning.  In C. Rogers and R. Kutnick (Eds.)  The social psychology of the primary school.  London:  Routledge.

Slavin, R. E. (1992). Cooperative learning in social studies:  Balancing the social and the studies. In R. J. Stahl  and R. L. VanSickle (Ed.), Cooperative learning in the social studies classroom.  Washington,  D.C.:  National Council for the Social Studies.

Slavin, R. E., Madden, N. A., Shaw, A. H., Mainzer, K. L., & Donnelly, M. C. (1993). Success for All:  Three case studies of comprehensive restructuring of urban elementary schools.  In J. Murphy and P. Hallinger (Eds.), Restructuring schooling:  Learning from ongoing efforts.  Newbury Park, CA: Corwin.

Slavin, R. E. (1992). When and why does cooperative learning increase achievement? Theoretical and empirical perspectives. In R. Hertz-Lazarowitz and N. Miller (Eds.), Interaction in cooperative groups:  The theoretical anatomy of group learning. New York:  Cambridge University Press.

Slavin, R. E., & Stevens, R. J. (1991). Cooperative learning and mainstreaming. In J. W. Lloyd, N. N. Singh, and A. C. Repp (Eds.), The regular education initiative:  Alternative perspectives on concepts, issues, and models  (pp. 177-192). Sycamore, IL:  Sycamore.

Slavin, R. E. (1990). Comprehensive cooperative learning models:  Embedding cooperative learning in the curriculum and the school. In S. Sharan (Ed.), Cooperative learning:  Theory and research. New York:  Praeger.

Slavin, R. E. (1989). A theory of school and classroom instruction. In R. E. Slavin (Ed.), School and classroom organization. Hillsdale, NJ:  Erlbaum.

Slavin, R. E. (1989). Grouping for instruction in the elementary school. In R. E. Slavin (Ed.), School and classroom organization. Hillsdale, NJ:  Erlbaum.

Slavin, R. E. (1989). Achievement effects of group-based mastery learning. In R. E. Slavin (Ed.), School and classroom organization. Hillsdale, NJ:  Erlbaum.

Slavin, R. E. (1989). Cooperative learning and student achievement. In R. E. Slavin (Ed.), School and classroom organization. Hillsdale, NJ:  Erlbaum.

Slavin, R. E. (1989). Achievement effects of substantial reductions in class size. In R. E. Slavin (Ed.), School and classroom organization. Hillsdale, NJ:  Erlbaum.

Slavin, R. E. (1989).  A cooperative learning approach to reading in content areas: Jigsaw Teaching. In D. Lapp, J. Flood, and N. Farnan, (Eds.), Instructional theory and practice for content area reading and learning. Englewood Cliffs, NJ:  Prentice-Hall.

Slavin, R. E. (1989). Student team learning in mathematics. In N. Davidson (Ed.), Small group cooperative learning in mathematics. Boston:  Addison Wesley.

Slavin, R. E. (1989). Cooperative learning and achievement:  Six theoretical perspectives. In M. L. Maehr and C. Ames (Eds.), Advances in motivation and achievement. Greenwich, CT:  JAI Press.

Slavin, R. E. (1989). Students at risk of school failure:  The problem and its dimensions. In R. E. Slavin, N. L. Karweit, and N. A. Madden (Eds.), Effective programs for students at risk. Boston, MA:  Allyn and Bacon.

Slavin, R. E., & Madden, N. A. (1989).  Effective classroom programs for students at risk. In R. E. Slavin, N. L. Karweit, and N. A. Madden (Eds.), Effective programs for students at risk. Boston, MA:  Allyn and Bacon.

Madden, N. A., & Slavin, R. E. (1989). Effective pullout programs for students at risk. In R. E. Slavin, N. L. Karweit, and N. A. Madden (Eds.), Effective programs for students at risk. Boston, MA:  Allyn and Bacon.

Slavin, R. E., Madden, N. A., & Karweit, N. L. (1989). Effective programs for students at risk:  Conclusions for practice and policy. In R. E. Slavin, N. L. Karweit, and N. A. Madden (Eds.), Effective programs for students at risk. Boston, MA:  Allyn and Bacon.

Stainback, S., Stainback, W., & Slavin, R. E. (1989). Classroom organization for diversity among students. In S. Stainback, W. Stainback, and M. Forest (Eds.), Educating all students in the mainstream of regular education. Baltimore:  Brookes.

Slavin, R. E. (1987). Cooperative learning and the education of black students. In D. Strickland and E. Cooper (Eds.), Educating black children:  America's challenge. Washington D.C.:  Howard University Press.

Slavin, R. E. (1986). Cooperative learning:  Engineering social psychology in the classroom. In R. Feldman (Ed.), The social psychology of education: Current research and theory. Cambridge:  Cambridge University Press.

Slavin, R. E. (1985). Team Assisted Individualization. In R. E. Slavin, S. Sharan, S. Kagan, R. Hertz-Lazarowitz, C. Webb, and R. Schmuck (Eds.), Learning to cooperate, cooperating to learn. New York:  Plenum. Reprinted in Barber, L. (1986). Adapting instruction to individual needs:  An eclectic approach. Bloomington, IN:  Phi Delta Kappa .

Slavin, R. E. (1985). An introduction to cooperative learning research. In R. E. Slavin, S. Sharan, S. Kagan, R. Hertz-Lazarowitz, C. Webb, and R. Schmuck (Eds.), Learning to cooperate, cooperating to learn. New York:  Plenum.

Slavin, R. E. (1985). Small-group instruction. In T. Husen and T. N. Postlewaite (Eds.), International Encyclopedia of Education. Oxford:  Pergamon. Updated version published in International Encyclopedia of Teaching and Teacher Education. Oxford:  Pergamon.

Slavin, R. E. (1985). Team Assisted Individualization:  A cooperative learning solution for adaptive instruction in mathematics. In M. Wang and H. Walberg (Eds.), Adapting instruction to individual differences. Berkeley, CA:  McCutchan.

Slavin, R. E. (1984). Gruppenrallye (Student Teams-Achievement Divisions). In G. L. Huber, S. Rotering-Steinberg, and D. Wahl (Eds.), Kooperatives Lernen. Weinheim, West Germany:  Beltz.

Slavin, R. E., & Hansell, S. (1983). Cooperative learning and inter-group relations: Contact theory in the classroom. In J. Epstein and N. Karweit (Eds.), Friends in school. New York:  Academic Press.

Slavin, R. E. (1982). Non-cognitive outcomes of cooperative learning. In J. Levine and M. Wang (Eds.), Teacher and student perceptions:  Implications for learning. Hillsdale, NJ:  Erlbaum.

Slavin, R. E. (1982). A case study of psychological research affecting classroom practice:  Student Team Learning. In W. Doyle and T. Good (Eds.), Focus on teaching:  Readings from the Elementary School Journal. Chicago: University of Chicago Press.

Slavin, R. E. (1981). Cooperative learning and desegregation. In W. Hawley (Ed.), Effective desegregated schools, Beverly Hills, CA:  Sage.

Slavin, R. E. (1980). Student Team Learning:  A manual for teachers. In S. Sharan, P. Hare, C. Webb, and R. Hertz-Lazarowitz (Eds.), Cooperation in education. Provo, Utah: Brigham Young University Press.

Slavin, R. E., & DeVries, D. L. (1979). Learning in teams. In H. Walberg (Ed.), Educational environments and effects. Berkeley, Calif.: McCutchan.

 

Papers and Technical Reports Not Published Elsewhere

Sharples, J., Slavin, R.S., Chambers, B., & Sharp, C., (2010). Effective classroom strategies for closing the gap in educational achievement for children and young people  living in poverty, including white, working class boys. Technical Report. London, UK: Centre for Excellence and Outcomes.

Chambers, B., Slavin, R.E., Madden, N.A., Cheung, A., & Gifford, R. (2005).  Effects of Success for All with embedded video on the beginning reading achievement of Hispanic children. Center for Research on Effective Programs for Students Placed at Risk, Johns Hopkins University.

Slavin, R.E., Madden, N.A., & Liang, C. (2002).  Effects of Success for All on SAT-9 reading: A California statewide evaluation.  Baltimore, MD: Johns Hopkins University, Center for Research on the Education of Students Placed at Risk.

Slavin, R.E. (1999).  How Title I can become the engine of reform in America's schools.  Baltimore: Johns Hopkins University, Center for Research on the Education of Students Placed at Risk.

Slavin, R.E., & Madden, N.A. (1999).  Success for All/Roots & Wings: 1999 Summary of research on achievement outcomes.  Baltimore: Johns Hopkins University, Center for Research on the Education of Students Placed at Risk.

Madden, N.A., Slavin, R.E., & Simons, K. (1999).  Effects of MathWings on student mathematics performance.  Baltimore: Johns Hopkins University, Center for Research on the Education of Students Placed at Risk.

Slavin, R. E., & Madden, N. A. (1998). Success for All/Éxito para Todos: Effects on the reading achievement of students acquiring English. Center for Research on the Education of Students Placed at Risk, Johns Hopkins University.

Slavin, R.E., & Madden, N.A. (1998).  Disseminating Success for All: Lessons for policy and practice.  Baltimore, MD: Johns Hopkins University, Center for Research on the Education of Students Placed at Risk.

Fashola, O. S., & Slavin, R. E.  (1996). Effective and replicable programs for elementary and middle schools.  Center for Research on the Education of Students Placed at Risk, Johns Hopkins University.

Fashola, O. S., Slavin, R. E., Calderón, M., & Durán, R. (1996). Effective programs for Latino students in elementary and middle schools.  Center for Research on the Education of Students Placed at Risk, Johns Hopkins University.

Madden, N. A., Slavin, R. E., Karweit, N. L., Dolan, L., & Wasik, B. (1990). Success for All:  Effects of variations in duration and resources of a schoolwide elementary restructuring program. Center for Research on Effective Schooling for Disadvantaged Students, Johns Hopkins University. Report No. 2.

Madden, N. A., Stevens, R. J., & Slavin, R. E. (1986). A comprehensive cooperative learning approach to elementary reading and writing:  Effects on student achievement. Center for Research on Elementary and Middle Schools, Johns Hopkins University. Report No. 2.

Madden, N. A., Stevens, R. J., & Slavin, R. E. (1986). Reading and writing in the mainstream:  A cooperative learning approach. Center for Research on Elementary and Middle Schools, Johns Hopkins University. Report No. 5.

Slavin, R. E. (1977). Student team learning techniques:  Narrowing the achievement gap between the races. Center for Social Organization of Schools, The Johns Hopkins University. Report No. 228.

Slavin, R. E., & Wodarski, J. S. (1977). Using group contingencies to reduce natural gas consumption in master metered apartments. Center for Social Organization of Schools, Johns Hopkins University. Report No. 232.

Slavin, R. E. (1977). Building an effective classroom reward structure. In J. M. McPartland and E. L. McDill (Eds.), Alternative research perspectives on the effects of school organization and social contexts. Center for Social Organization of Schools, Johns Hopkins University. Report No. 234.

McPartland, J. M., Epstein, J. L., Karweit, N. L., & Slavin, R. E. (1976). Productivity of schools:  Conceptual and methodological frameworks for research. Center for Social Organization of Schools, Johns Hopkins University. Report No. 218.

Slavin, R. E. (1975). A flexible observation instrument for student behavior (FOISB). Center for Social Organization of Schools, Johns Hopkins University. Report No. 197.

DeHart, G., Slavin, R. E., & Fennessey, G. M. (1975). The small business simulation game. Academic Games Associates, Baltimore, MD.

Slavin, R. E., DeVries, D. L., & Hulten, B. H. (1975). Individual vs. team competition:  The interpersonal consequences of academic performance. Center for Social Organization of Schools, Johns Hopkins University. Report No. 188.

Slavin, R. E. (1972). WorldLab:  An educational experiment. Undergraduate thesis, Reed College, Portland, Oregon.

Papers Presented at Conferences

Slavin, R.E. (2013, August). Evidence-based reform: Where educational psychology meets federal policy. Invited address at the annual meeting of the American Psychological Association, Honolulu, HI.

Cheung, A., & Slavin, R. (2013, April). Effective reading programs for Spanish-dominant English language learners in the elementary grades: A synthesis of research. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Cheung, A., & Slavin, R. (2013, April). Effects of education technology applications on reading outcomes for struggling readers: A best-evidence synthesis. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Slavin, R.E., & Madden, N.A. (2012, April). Scaling up Success for All: Lessons learned over 25 years. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.

Cheung, A., & Slavin, R. E. (2012, April). The effectiveness of educational technology applications for enhancing reading achievement in K-12 classrooms: A meta-analysis. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.

Slavin, R. E., Madden, N. A., Calderón, M. E., Chamberlain, A., & Hennessy, M. (2011, March). Reading and language outcomes of a five-year randomized evaluation of transitional bilingual education. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.

Slavin, R. E., Holmes, G., Madden, N. A., Chamberlain, A., & Cheung, A. (2011, March). Effects of a data-driven district reform model. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.

Madden, N. A., Slavin, R. E., & Logan, M. (2011, March). Effects of cooperative writing with embedded multimedia: A randomized experiment. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.

Slavin, R. E. (2010, August). What works in reading and mathematics? Meta-findings from the Bet Evidence Encyclopedia. Paper presented at the European Association for Learning and Instruction Special Interest Group on Educational Effectiveness, Leuven, Belgium.

Slavin, R. E., Lake, C., & Davis, S. (2009, March). Meta-findings from the Best Evidence Encyclopedia. Paper presented at the annual meetings of the Society for Research on Educational Effectiveness, Crystal City, VA.

Slavin, R. E., Lake, C., Davis, S. & Madden, N. (2009, March). Effective programs for struggling readers: A best-evidence synthesis. Paper presented at the annual meetings of the Society for Research on Educational Effectiveness, Crystal City, VA.

Slavin, R.E., Madden N.A., Holmes, G., Cheung, A., Chamberlain, A., & Borman, G. (2009, June). Effects of a model of data-driven reform on achievement in four states.  Presented at the 4th Annual Institute of Education Sciences (IES) Research Conference, Washington, DC.

Chambers, B., Slavin, R. E., Madden, N. A., Abrami, P., Karanzalis, M., & Gifford, R. (2009, March). The effects of a small-group computer-assisted tutoring program on reading outcomes for struggling readers. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Crystal City, VA.

Chambers, B., Slavin, R. E., Madden, N. A., Abrami, P. C., Karanzalis, M., & Gifford, R. (June, 2009). Small-group computer-assisted tutoring to improve reading outcomes for struggling first and second graders. Paper presented at the annual conference of the Institute for Education Science, Washington, DC.

Chambers, B., Abrami, P. C., Slavin, R. E., Madden, N. A. (December, 2009). Pulling it all together: A technology-supported, three-tier model of reading instruction. Paper presented at the Teaching and Learning Conference of the International Association for Scientific Knowledge, Porto, Portugal.

Slavin, R.E., Chamberlain, A., Davies, C., & Madden, N. (2008).  The Reading Edge:  A randomized evaluation of a middle school cooperative reading program.  Paper presented at the annual meeting of the American Educational Research Association, New York.

Slavin, R.E., Madden, N.A., & Chambers, B. (2007). Embedded classroom multimedia: Improving implementation quality and student achievement in a cooperative writing program. Poster presented at the IES annual meeting, Washington, DC.

Chambers, B., Slavin, R., & Madden, N., (2006). Lesson-embedded technology: Reading outcomes for beginning readers. Paper presented at Pathways to Literacy, Achievement for High Poverty Children: A Ready to Learn Research Agenda. Ann Arbor, MI.

Slavin, R. E., Madden, N. A. & Chambers, B. (2006). Evidence-based reform in education: The teaching-learning orchestra. Presented at the Pathways to Literacy Achievement for High Poverty Children: A Ready to Learn Agenda. Ann Arbor, MI.

Chambers, B., Abrami, P. C., Tucker, B. J., Slavin, R. E., Madden, N. A., Cheung, A., & Gifford, R. (2006). Technology Infusion in Beginning Reading Instruction: Three Randomized Experiments. Poster presented at the IES annual meeting, Washington, DC.

Chambers, B., Cheung, A., Madden, N. A., Slavin, R.E., & Gifford, R. (2006). Embedded multimedia: Using video to enhance reading outcomes in Success for All. Paper presented at the Royal Netherlands Academy of Arts and Sciences conference, “How Media Can Contribute to Early Literacy.” Amsterdam.

Chambers, B., Slavin, R.E., Madden, N.A., Abrami, P. C., Tucker, B. J., Cheung, A., Gifford, R. (2006). Computer-Assisted Tutoring in Success for All: Two Studies of Reading Outcomes for First Graders. Paper presented at the Royal Netherlands Academy of Arts and Sciences conference, “How Media Can Contribute to Early Literacy.” Amsterdam.

Chambers, B., Cheung, A., Gifford, R., Madden, N., & Slavin, R.E. (2006). Effects of Success for All with embedded video on the beginning reading achievement of Hispanic children. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Chambers, B., Slavin, R.E., Madden, N.A., Abrami, P., Tucker, B., Cheung, A., & Gifford, R. (2006). Technology infusion in Success for All: Reading outcomes for first graders. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Slavin, R.E., Borman, G., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2006). Success for All: Third-year results from the national randomized experiment. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Slavin, R.E., Cheung, A., Durán, D., & Calderón, M. (2006). Effects of transitional bilingual education, two-way bilingual education, and structured English immersion on the English and Spanish oracy of Spanish-dominant kindergartners. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Chambers, B., Abrami, P., Tucker, B., Slavin, R.E., Madden, N.A., Cheung, A., & Gifford, R. (2006). Computer-assisted tutoring in Success for All: Reading outcomes for first graders. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Chambers, B., Cheung, A., Madden, N.A., Slavin, R.E., & Gifford, R. (2006). Achievement effects of embedded multimedia in a Success for All reading program. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Borman, G.D., Slavin, R.E., Cheung, A., Chamberlain, A., Madden, N.A., & Chambers, B. (2005).  The national randomized field trial of Success for All: Second-year outcomes.  Paper presented at the annual meeting of the American Educational Research Association, Montréal.

Chambers, B., & Slavin, R. (2004, April).  Effects of integrated media support in reading instruction for young children.  Paper presented at the annual meeting of the American Educational Research Association, San Diego.

Daniels, C., Chamberlain, A., Madden, N., & Slavin, R. (2004, April).  Comprehensive middle school reform: Early findings from the Success for All Middle School Evaluation. Paper presented at the annual meeting of the American Educational Research Association, San Diego.

Slavin, R.E., & Cheung, A. (2004, April).  Effective early reading programs for English language learners.  Paper presented at the annual meeting of the American Educational Research Assocation, San Diego.

Slavin, R.E., & Madden, N.A. (2003, April).  Scaling up Success for All: Lessons for policy and practice.  Paper presented at the annual meeting of the American Educational Research Assocation, Chicago.

Chambers, B., Slavin, R., & Madden, N. (2002). Promoting children’s reading and narrative development in Success for All. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Slavin, R. E., & Chambers, B. (2000). Curiosity Corner: Curriculum reform goes to preschool. National Association for the Education of Young Children, Washington, DC.

Slavin, R.E., Borman, G., Madden, N.A, Chambers, B., & Chamberlain, A. (2002).  Randomized evaluation of Success for All: Design issues.  Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Slavin, R.E., & Madden, N.A. (2001, February).  Reducing the gap: Success for All and the achievement of African-American students.  Paper presented at a conference on the achievement gap, Brookings Institution, Washington, DC.

Chambers, B., Chamberlain, A., Hurley, E., & Slavin, R. (2001). Curiosity Corner: Enhancing preschoolers’ language abilities through comprehensive reform. Paper presented at the annual meeting of the American Educational Research Association, Seattle.

Slavin, R.E., Madden, N.A, & Lewis, J.R. (1999). Success for All at the policy level.  Paper presented at the annual convention of the American Educational Research Association, Montreal.

Nunnery, J.,  Cooper, R., Slavin, R.E., Madden, N.A., & Ross, S. (1999). The role of multi-tiered linkage structures in supporting designed-based school restructuring.  Paper presented at the annual convention of the American Educational Research Association, Montreal.

Slavin, R.E.  (1999). Success for All: Talent development in the early school years.  Paper presented at the annual convention of the American Educational Research Association, Montreal.

Slavin, R.E. (1999). Not yet but soon: How AERA could affect national policy. Paper presented at the annual convention of the American Educational Research Association, Montreal.

Slavin, R. E., & Madden, N. A.  (1998). Success for All in its second decade: Perspectives and findings on its design, implementation, and outcomes for school restructuring.  Paper presented at the annual convention of the American Educational Research Association, San Diego.

Cooper, R., Slavin, R.E., & Madden, N.A. (1998). The influence of local factors on implementations of Success for All.  Paper presented at the annual convention of the American Educational Research Association, San Diego.

Nunnery, J., Slavin, R. E., Madden, N. A., Ross, S., Smith, L., Hunter, P., & Stubbs, J.  (1998). Success for All: A component analysis.  Paper presented at the annual convention of the American Educational Research Association, San Diego.

Cooper, R., Slavin, R. E., & Madden, N. A. (1997). Exploring the social, political, and economic contexts of successful replication of Success for All as a school-wide reform effort.  Paper presented at the annual convention of the American Educational Research Association, Chicago.

Cooper, R., Slavin, R. E., & Madden, N. A. (1997). Scaling up Success for All:  The role of local support networks.  Paper presented at the annual convention of the American Educational Research Association, Chicago.

Fashola, O. S., Slavin, R. E., Calderón, M., & Durán, R. (1997). Effective academic-achievement programs for Latino students in elementary and middle schools.  Paper presented at the annual convention of the American Educational Research Association, Chicago.

Nunnery, J., Slavin, R. E., Madden, N. A., Ross, S., Smith, L., Hunter, P., & Stubbs, J. (1997).  An assessment of Success for All program component configuration effects in a large-scale implementation context.  Paper presented at the annual convention of the American Educational Research Association, Chicago.

Slavin, R. E., & Madden, N. A. (1997). Program quality and student outcomes in Success for All:  A multi-site replicated experiment.  Paper presented at the annual convention of the American Educational Research Association, Chicago.

Dolan, L. J., Slavin, R. E., Madden, N. A. Stubbs, J., Hunter, P., Livingston, M.  (1996). Success for All in Houston:  Scaling up on a grand scale.  Paper presented at the annual convention of the American Educational Research Association, New York, NY.

Nunnery, J., Ross, S., Smith, L., Slavin, R., Huner, P., & Stubbs, J. (1996). An assessment of Success for All program component configuration effects on the reading achievement of at-risk first grade students.  Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Slavin, R. E., Dolan, L. J., Madden, N. A. (1996). Scaling up:  Lessons learned in the dissemination of Success for All.  Paper presented at the annual convention of the American Educational Research Association, New York, NY.

Madden, N. A., Slavin, R. E., Dolan, L. J., Wasik, B. A., Ross, S. M., Smith, L., Nunnery, J. (1996).  Success for All:  A summary of evaluations.  Paper presented at the annual convention of the American Educational Research Association, New York, NY.

Slavin, R. E.  (1996). We shall overcome:  Key developmental hurdles to children’s school success.  Paper presented at the annual convention of the American Educational Research Association, New York, NY.

Slavin, R. E.  (1996). Making active learning effective:  Lessons from research on cooperative learning in different cultural contexts.  Paper presented at the annual convention of the American Educational Research Association, New York, NY.

Slavin, R. E. (1996). Built to last:  Strategies for long-term maintenance of Success for All.  Paper presented at the annual convention of the American Educational Research Association, New York, NY.

Slavin, R. E., Madden, N. A., Dolan, L. J., Wasik, B. A., Ross, S.,  Smith, L., & Dianda, M. (1995). Longitudinal evaluation of Success for All: A multi-site replicated experiment.  Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Slavin, R. E., & Madden, N. A. (1995). Effects of Success for All on the achievement of English language learners.  Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Madden, N. A., Slavin, R. E., Dolan, L. J., & Wasik, B. A. (1994). Success for All grows up: Longitudinal evaluations in seven districts.  Paper presented at the annual convention of the American Educational Research Association, New Orleans.

Slavin, R. E.  (1994). After the victory: Making funding equity make a difference.  Paper presented at the annual convention of the American Educational Research Association, New Orleans.

Slavin, R. E.  (1994). Primary options: New directions for Head Start.  Paper presented at the annual convention of the American Educational Research Association, New Orleans.

Slavin, R. E., & Madden, N. A.  (1994). Lee Conmigo:  Success for All in bilingual education.  Paper presented at the annual convention of the American Educational Research Association, New Orleans.

Slavin, R. E., Madden, N. A., Shaw, A., Mainzer, K. L., & Donnelly, M.  (1993). Success for All: Three case studies of comprehensive restructuring of urban elementary schools.  Paper presented at the annual convention of the American Educational Research Association, Atlanta.

Slavin, R. E., Madden, N. A., Dolan, L. J., Wasik, B. A., Ross, S., & Smith, L. (1993). “Whenever and wherever we choose...:”  The replication of Success for All.  Paper presented at the annual convention of the American Educational Research Association, Atlanta.

Ross, S., Smith, L., Casey, J., Johnson, B., Madden, N. A., & Slavin, R. E. (1993). Success for All beyond Baltimore.  Paper presented at the annual convention of the American Educational Research Association, Atlanta.

Dianda, M., Madden, N. A., & Slavin, R. E. (1993). Lee Conmigo:  Success for All in schools serving limited English proficient students.  Paper presented at the annual convention of the American Educational Research Association, Atlanta.

Wasik, B. A., & Slavin, R. E.  (1993). Tutors in Success for All :  Do numbers and certification matter?   Paper presented at the annual convention of the American Educational Research Association, Atlanta.

Slavin, R. E.  (1993). Multi-site replicated experiments:  An application to Success for All.  Paper presented at the annual convention of the American Educational Research Association, Atlanta.

Slavin, R. E., Madden, N. A., Karweit, N. L., Dolan, L. J., & Wasik, B. A. (1992). Success for All:  Getting reading right the first time. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Slavin, R. E., & Madden, N. A. (1992). Accountability in Chapter 1:  Rewarding appropriate policies and practices. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Dolan, L. J., & Slavin, R. E. (1992). Costs and cost-effectiveness of Success for All. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Stevens, R. J., & Slavin, R. E. (1992). The cooperative elementary school. Paper presented at the annual convention of the American Educational Research Association, San Francisco, 1992.

Wasik, B. A., Dolan, L. J., Slavin, R. E., & Madden, N. A. (1992). Success for All: Consequences for special education. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Slavin, R. E., Madden, N. A., Karweit, N. L., Dolan, L. J., & Wasik, B. A. (1992). Prevention, not remediation:  Implications of Success for All for Chapter 1 policies. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Madden, N. A., Slavin, R. E., Karweit, N. L., Dolan, L. J., & Wasik, B. A. (1992). Success for All:  Fourth year findings. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Wasik, B. A., Slavin, R. E., Madden, N. A., Dolan, L. J., & Karweit, N. L. (1992). Implications of Success for All for special education. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Gutierrez, R., & Slavin, R. E. (1992). Achievement effects of the nongraded elementary school:  A best-evidence synthesis. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Stringfield, S. C., Slavin, R. E., & Winfield, L. (1992). A national perspective on schoolwide projects and a process evaluation in one district. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Slavin, R. E. (1991, April). Ability grouping in the middle grades:  Effects and alternatives. Paper presented at the annual convention of the American Educational Research Association, Chicago.

Slavin, R. E. (1991, April). Research and policy implications of tutoring to prevent reading failure. Paper presented at the annual convention of the American Educational Research Association, Chicago.

Wasik, B. A., & Slavin, R. E. (1991, April). Tutoring in Success for All. Paper presented at the annual convention of the American Educational Research Association, Chicago.

Slavin, R. E. (1991, April).  Research and policy implications of tutoring to prevent reading failure. Paper presented at the annual convention of the American Educational Research Association, Chicago.

Slavin, R. E. (1991, April). Success for All and the language minority child. Paper presented at the annual convention of the American Educational Research Association, Chicago.

Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., Wasik, B., Gottfredson, G., Shaw, A., Leighton, M., and Mainzer,  K. L. (1991, April). Success for All:  Third year outcomes. Paper presented at the annual convention of the American Educational Research Association, Chicago.

Dolan, L., Slavin, R. E.,  Madden, N. A., Karweit, N., & Wasik, B. (1991, April).  Policy implications of Success for All. Paper presented at the annual convention of the American Educational Research Association, Chicago.

Winfield, L., Stringfield, S. C., & Slavin, R. E. (1991, April). The impact of schoolwide projects on the achievement of "disadvantaged" children. Paper presented at the annual convention of the American Educational Research Association, Chicago.

Madden, N. A., Slavin, R. E., Karweit, N. L., Dolan, L., & Wasik, B. (1990, April). Success for All:  Findings from the second year. Paper presented at the annual convention of the American Educational Research Association, Boston.

Karweit, N. L., Madden, N. A., Slavin, R. E., Dolan, L., & Wasik, B. (1990, April). Effects of Success for All at three levels of intensity. Paper presented at the annual convention of the American Educational Research Association, Boston, April.

Slavin, R. E., & Leighton, M. (1990, April). Effects of Success for All on limited English proficient children. Paper presented at the annual convention of the American Educational Research Association, Boston.

Slavin, R. E. (1990, April). One-to-one tutoring and student achievement:  A best-evidence synthesis. Paper presented at the annual convention of the American Educational Research Association, Boston.

Slavin, R. E. (1990, April). Cooperative learning and cultural and linguistic diversity. Paper presented at the annual convention of the American Educational Research Association, Boston.

Slavin, R. E. (1989, March). Cooperative learning:  Kids helping kids, teachers helping teachers. Paper presented at the annual convention of the American Association of Colleges for Teacher Education, Anaheim, CA.

Slavin, R. E. (1989, March). Defining disadvantaged and at-risk:  Does it matter in practice? Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Slavin, R. E., Madden, N. A., & Karweit, N. L. (1989, March). Success for All:  The promise and the plan. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Madden, N. A., Slavin, R. E., & Livermon, B. A. (1989, March). Reading instruction in Success for All. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Slavin, R. E. & Dolan, L. (1989, March).  Implications of Success for All for compensatory and special education. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Leighton, M., Slavin, R. E., & Davidson, N. (1989, March). Effects of individual, group, and cooperative learning on mathematics problem solving achievement. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Slavin, R. E. (1988, April). Ability grouping and its alternatives:  Effects on student achievement. Paper presented at the annual convention of the American Educational Research Association, New Orleans.

Stevens, R. J., Slavin, R. E., Farnish, A. M., & Madden, N. A. (1988, April).  The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification. Paper presented at the annual convention of the American Educational Research Association, New Orleans.

Leighton, M. S., & Slavin, R. E. (1988, April). Achievement effects of instructional pace and systematic instruction in elementary mathematics. Paper presented at the annual convention of the American Educational Research Association, New Orleans.

Slavin, R. E. (1988, April). Theory-based research on classroom management. Paper presented at the annual convention of the American Educational Research Association, New Orleans.

Slavin, R. E. (1988, December). Success for All:  A zero-failure approach to beginning reading. Paper presented at the annual convention of the National Reading Conference, Tucson, AZ.

Madden, N. A., Stevens, R. J., & Slavin, R. E. (1987, April). A comprehensive cooperative learning approach to elementary reading and writing:  Effects on student achievement. Paper presented at the annual convention of the American Educational Research Association, Washington, D.C.

Stevens, R. J., Madden, N. A., & Slavin, R. E. (1987, April). Cooperative Integrated Reading and Composition:  Two field experiments. Paper presented at the annual convention of the American Educational Research Association, Washington, D.C.

Slavin, R. E. (1987, April). Mastery learning reconsidered. Paper presented at the annual convention of the American Educational Research Association, Washington, D.C.

Slavin, R. E. & Madden, N. A. (1987, April). Effective classroom programs for students at risk. Paper presented at the annual convention of the American Educational Research Association, Washington, D.C.

Madden, N. A., & Slavin, R. E. (1987, April). Effective pull-out programs for students at risk. Paper presented at the annual convention of the American Educational Research Association, Washington, D.C.

Slavin, R. E. (1987, December). The cooperative school:  Implications for literacy. Paper presented at the annual convention of the National Reading Conference, St. Petersburg, FL.

Slavin, R. E. (1986, March). Integrating learning disabled students into mainstream classrooms: Cooperative learning and individualized instruction. Paper presented at the annual convention of the Association for Children with Learning Disabilities, New York.

Slavin, R. E., Madden, N. A., & Stevens, R. J. (1986, April). Grouping for reading instruction:  Homogeneous, heterogeneous, and cooperative. Paper presented at the Conference on Reading Research, Philadelphia.

Slavin, R. E. (1986, April). Team Assisted Individualization:  Solving the problems of individualized instruction in elementary mathematics. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Slavin, R. E. (1986, April). Cooperative learning:  Where behavioral and humanistic approaches to classroom motivation meet. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Slavin, R. E. (1986, April). Developmental and motivational perspectives on cooperative learning:  A reconciliation. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Slavin, R. E. (1986, April). Quality, appropriateness, incentive, and time:  Elements of effective instruction. Invited address presented at the annual convention of the American Educational Research Association, San Francisco.

Slavin, R. E. (1986, October). Reducing class size, and 413 better things to do with a million dollars. Paper presented at the annual convention of the New State Council of Superintendents, Saratoga Springs.

Slavin, R. E. (1985). Quantitative review:  An alternative to meta-analytic and traditional reviews. Paper presented at the annual convention of the American Educational Research Association, Chicago.

Rich, Y., Mevarech, Z., & Slavin, R. E. (1985). Academic and social effects of cooperative group strategies in the desegregated Israeli classroom. Paper presented at the annual convention of the American Educational Research Association, Chicago.

Slavin, R. E. (1985). Student team learning:  Research and implementation. Paper presented at the annual convention of the American Educational Research Association, Chicago.

Madden, N. A., Stevens, R. J., & Slavin, R. E. Cooperative Integrated Reading and Composition (CIRC). (1985). Paper presented at the convention of the International Association for the Study of Cooperation in Education, Regina, Saskatchewan.

Slavin, R. E. (1985, November). Cooperative learning:  Contact theory in the classroom. Paper presented at the annual convention of the Society for Experimental Social Psychology, Evanston, IL.

Slavin, R. E., & Karweit, N. (1984). Mathematics achievement effects of three levels of individualization:  Whole class, ability grouped, and individualized instruction. Paper presented at the annual convention of the American Educational Research Association, New Orleans.

Slavin, R. E., & Karweit, N. (1984). Within-class ability grouping and student achievement:  Two field experiments. Paper presented at the annual convention of the American Educational Research Association, New Orleans.

Slavin, R. E., Madden, N. A., & Leavey, M. (1984). Effects of Team Assisted Individualization on the mathematics achievement of mainstreamed academically handicapped students. Paper presented at the annual convention of the American Educational Research Association, New Orleans.

Slavin, R. E. (1984). When does meta-analysis become meta-nonsense? Paper presented at the annual convention of the American Educational Research Association, New Orleans.

Rohrkemper, M., Slavin, R. E., & McCauley, K. (1983). Investigating students' perceptions of cognitive strategies as learning tools. Paper presented at the annual convention of the American Educational Research Association, Montreal.

Slavin, R. E. (1983). Meta-nonsense:  Misuse of meta-analysis in educational research. Paper presented at the annual convention of the American Educational Research Association, Montreal.

Slavin, R. E. (1983). Student-level analysis in experiments with random assignment of classes:  An extension of the Cornfield-Tukey Bridge. Paper presented at the annual convention of the American Educational Research Association, Montreal.

Slavin, R. E., Leavey, M., & Madden, N. A. (1983). Combining student teams and individualized instruction in mathematics:  An extended evaluation. Paper presented at the annual convention of the American Educational Research Association, Montreal.

Slavin, R. E. (1983). Enhancing student achievement by altering classroom rewards: Group rewards and rewards-for-improvement. Paper presented at the annual convention of the American Educational Research Association, Montreal.

Oishi, S., Slavin, R. E., & Madden, N. A. (1983). Effects of student teams and individualized instruction on cross-race and cross-sex friendships. Paper presented at the annual convention of the American Educational Research Association, Montreal.

Slavin, R. E. (1983). Team Assisted Individualization:  A cooperative learning solution for adaptive instruction in mathematics. Paper presented at the Conference on Adaptive Education, University of Pittsburgh.

Slavin, R. E., & Karweit, N. (1982). Student teams and mastery learning:  A factorial experiment in urban math nine classes. Paper presented at the annual convention of the American Educational Research Association, New York.

Slavin, R. E., Leavey, M., & Madden, N. A. (1982). Combining student teams and individualized instruction:  Effects on mathematics achievement and student attitudes. Paper presented at the annual convention of the American Educational Research Association, New York.

Slavin, R. E. (1982). Cooperative learning and the alterable elements of classroom instruction. Paper presented at the annual convention of the American Educational Research Association, New York.

Slavin, R. E., Leavey, M., & Madden, N. A. (1982). Effects of student teams individualized instruction on the social acceptance of mainstreamed, academically handicapped students. Paper presented at the annual convention of the American Educational Research Association, New York.

Slavin, R. E., & Karweit, N. (1982). School organizational vs. developmental effects on attendance among young adolescents. Paper presented at the annual convention of the American Psychological Association, Washington.

Slavin, R. E. (1982). Team Assisted Individualization. Paper presented at the Second International Conference on Cooperation in Education, Provo, Utah.

Slavin, R. E. (1982). Why does cooperative learning affect intergroup relations? Paper presented at the Second International Conference on Cooperation in Education, Provo, Utah.

Beady, C., & Slavin, R. E. (1981). Making success available to all students in desegregated schools:  An experiment. Paper presented at the annual convention of the American Educational Research Association, Los Angeles.

Hansell, S., & Slavin, R. E. (1981). The cooperative learning group as a source of interracial friendships. Paper presented at the annual convention of the American Educational Research Association, Los Angeles.

Hollifield, J., & Slavin, R. E. (1981). Disseminating cooperative learning in desegregated schools:  A case study in institutional change. Paper presented at the annual convention of the American Educational Research Association, Los Angeles.

Slavin, R. E. (1981). Cooperative learning:  Changing the normative climate of the classroom. Paper presented at the annual convention of the American Educational Research Association. Los Angeles.

Slavin, R. E. (1981). Successful school desegregation through student learning teams. Paper presented at the annual convention of the American Association of School Administrators, Atlanta.

Slavin, R. E., & Oickle, E. (1980). Effects of learning teams and magnitude of rewards on student achievement and race relations. Paper presented at the annual convention of the American Educational Research Association, Boston.

Beady, D. L., Slavin, R. E., & Fennessey, G. (1980). Alternative student evaluation structures in desegregated classrooms. Paper presented at the annual convention of the American Educational Research Association, Boston.

Karweit, N. L., & Slavin, R. E. (1980). Measuring time on task:  Issues of timing, sampling, and definition. Paper presented at the annual convention of the American Educational Research Association, Boston.

Slavin, R. E. (1980). Cooperative learning and race relations. Paper presented at the annual convention of the American Psychological Association, Montreal.

Hansell, S., Tackaberry, S., & Slavin, R. E. (1980). Individual cooperativeness, cooperative team learning, and student social networks. Paper presented at the annual convention of the American Psychological Association, Montreal.

Madden, N. A., & Slavin, R. E. (1980). Cooperative learning and social acceptance of mainstreamed academically handicapped students. Paper presented at the annual convention of the American Psychological Association, Montreal.

Slavin, R. E. (1979). Effects of individual learning expectations on achievement. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Slavin, R. E., & Madden, N. A. (1979). Practices that improve achievement in desegregated schools:  A reanalysis. Paper presented at the annual convention of the American Educational Research Association, San Francisco.

Slavin, R. E. (1979). Cooperative learning in teams:  State of the art. Invited address presented at the annual convention of the American Psychological Association, New York.

Hansell, S., & Slavin, R. E. (1979). Cooperative learning and race relations:  For whom does it work? Paper presented at the annual convention of the American Psychological Association, New York.

Slavin, R. E., & Karweit, N. (1979).  An extended cooperative learning experience in elementary school. Paper presented at the annual convention of the American Psychological Association, New York.

Slavin, R. E. (1979). Student team learning. Paper presented at the International convention on Cooperation in Education, Tel Aviv.

Slavin, R. E. (1979). Student teams and achievement. Paper presented at the Conference on "Teacher and Student Perceptions of Success and Failure:  Implications for Learning," Pittsburgh.

Slavin, R. E., & Wodarski, J. S. (1978). Effects of Student Teams-Achievement Divisions on cross-racial friendship and interaction. Paper presented at the annual convention of the American Educational Research Association, Toronto.

Slavin, R. E., & Wodarski, J. S. (1978). Effects of student teams and peer tutoring on academic achievement, social growth, and student attitudes. Paper presented at the annual convention of the American Educational Research Association, Toronto.

Slavin, R. E. (1978). Multiracial student team instructional programs and race relations in desegregated schools. Paper presented at the annual convention of the American Educational Research Association, Toronto.

Slavin, R. E., Wodarski, J. S., & Blackburn, B. L. (1978). Group contingencies for energy consumption in master metered apartments. Paper presented at the annual convention of the Eastern Psychological Association, Washington, D.C..

Slavin, R. E. (1978). Experimental analysis of energy conservation:  Effectiveness, practicality, and maintenance. Paper presented at the annual convention of the American Psychological Association, Toronto.

Slavin, R. E., & Madden, N. A. (1978). School practices that improve race relations:  A review. convention of the American Psychological Association, Toronto.

Slavin, R. E. (1978). Student teams and achievement divisions:  Four field studies. Paper presented at the annual convention of the American Psychological Association, Toronto.

Slavin, R. E. (1977). Student teams and ability balance:  Effects on academic achievement, mutual attraction, and motivation. Paper presented at the annual convention of the American Educational Research Association, New York.

Slavin, R. E. (1977). Classroom reward structures and reinforcement theories. Paper presented at the annual convention of the American Educational Research Association, New York.

Slavin, R. E. (1977). A new model of classroom motivation. Paper presented at the annual convention of the American Educational Research Association, New York.

Slavin, R. E., & Wodarski, J. S. (1977). Peer tutoring and student teams. Paper presented at the annual convention of the American Psychological Association, San Francisco.

DeVries, D. L., & Slavin, R. E. (1977). Teams-Games-Tournament:  Five years of research. Paper presented at the annual convention of the American Psychological Association, San Francisco.

Slavin, R. E., & Wodarski, J. S. (1977). Student Team Learning:  Narrowing the achievement gap between the races. Paper presented at the annual convention of the American Psychological Association, San Francisco.

Slavin, R. E., & Wodarski, J. S. (1977). Using group contingencies to reduce natural gas consumption. Paper presented at the annual convention of the American Psychological Association, San Francisco.

Slavin, R. E. (1976). Student teams and adolescents with special emotional and behavioral needs. Paper presented at the annual convention of the American Psychological Association, Washington, D.C.

Slavin, R. E., & DeVries, D. L. (1975). Individual vs. team competition:  The interpersonal consequences of academic performance. Paper presented at the annual convention of the American Psychological Association, Chicago.

DeVries, D. L., & Slavin, R. E. (1975). Effects of team competition on race relations in the classroom:  Further supportive evidence. Paper presented at the annual convention of the American Psychological Association, Chicago.

Slavin, R. E. (1975). Simulation games as learning devices. Paper presented at the annual convention of the National Gaming Council, Pittsburgh.

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