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Research

CRRE focuses on obtaining, analyzing, and distributing the very latest educational research to bring meaningful reform to America's underperforming schools. CRRE researchers have completed the following:

Most current articles are available on the Best Evidence Encyclopedia.

Books

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

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

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

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

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

Journal Articles

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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. (2011). Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review, 6, 1-26.

Slavin, R. E., Holmes, G., Madden, N. A., Chamberlain, A., & Cheung, A. (2011). Effects of a data-driven district reform model on state assessment outcomes. Manuscript submitted for publication.

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.

Madden, N. A., Daniels, C., Chamberlain, A., Cheung, A., & Slavin, R. E. (2011). The Reading Edge: Evaluation of a cooperative learning intervention for urban high schools. Manuscript submitted for publication.

Chambers, B., Cheung, A., & Slavin, R. E. (in press). A systematic review of early childhood education programmes. Educational Research Review.

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

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

Madden, N.A., Slavin, R.E., Logan, M., & Cheung, A. (in press). Effects of cooperative writing with embedded multimedia: A randomized experiment. Effective Education.

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.

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).  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.

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

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.

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

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

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., 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). 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

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.

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.

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

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

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

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

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). Mastery learning reconsidered. Review of Educational Research, 57, 175-213.

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

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., & 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., 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). 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.

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

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

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.

Book Chapters

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Slavin, R.E. (in press). Instruction based on cooperative learning. In R. Mayer (Ed.), Handbook of research on learning and instruction. London: Taylor & Francis.

Slavin, R.E. (in press). Classroom applications of cooperative learning. In S. Graham (Ed.), APA handbook of educational psychology. Washington, DC: American Psychological Association.

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. New York: 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.

Slavin R.E. (2008).  Comprehensive school reform.  In C.  Ames, D. Berliner, J. Brophy, L. Corno, & M. McCaslin (Eds.). 21st Century education: A reference handbook.  (pp. 259-266). Thousand Oaks, CA: Sage.

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., 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. (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. (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.  (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.

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.

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

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

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

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

Papers and Technical Reports Not Published Elsewhere

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Chambers, B. Tracey, L. Slavin, R. E., Madden, N. A., & Cheung, A. (2009). Success for All in the UK: First-year results from a national evaluation. York, UK: University of York, Institute for Effective Education.

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.