Robert G Croninger
Biographic Data
| ID | 4137019 |
|---|---|
| NAME | Robert G Croninger |
| GIVEN NAMES | Robert G |
| FAMILY NAME | Croninger |
| SIGNATURE | CRONINGER R G |
| AFFILIATIONS | University of Maryland, College Park |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 103 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 6 |
A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies
This study explored the extent to which an 18‐day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students' historical argument…
Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning
In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers. Findings indicate significant and meaningful growth of about 0.5 of 1 standard deviation in students’ abilit…
Mixing It Up About Methods
The authors respond to the commentaries (this issue of Educational Researcher) on a series of articles (in the March 2009 issue of Educational Researcher) that discuss the challenges associated with measuring reading instruction. The authors argue that the teaching of reading is a complex, multifaceted phenomenon best studied through a variety of overlapping and complementary methods, quantitative and qualitative. They describe how they put this …
Where Is the Action?” Challenges to Studying the Teaching of Reading in Elementary Classrooms
The authors argue that part of the difficulty in studying the teaching of reading in elementary classrooms is determining where “the action” occurs in reading instruction. Based on their 5-year longitudinal study of fourth- and fifth-grade teachers in moderate- and high-poverty elementary schools, they describe three challenges: (a) determining key factors in the complex instructional environment that should be the focus of study, (b) determining…
Incoming Editors’ Statement and Description of Our Inaugural Issue
Who (Else) Is the Teacher? Cautionary Notes on Teacher Accountability Systems
This article examines a premise underlying teacher accountability policies, namely, that annual student learning gains can be attributed to individual teachers. After analyzing data collected in fourth‐ and fifth‐grade reading and mathematics classes in 18 schools, the authors identify forms of instructional design that rely on multiple teachers. These designs—simultaneous, supplemental, and sequential—were pervasive, particularly in higher‐pover…
Social Capital and Dropping Out of High School: Benefits to At-Risk Students of Teachers’ Support and Guidance
Do teachers provide students with valuable forms of social capital? Do these forms of social capital increase the likelihood that students complete high school, particularly students who are at risk of failure? Using data from the National Educational Longitudinal Study (NELS:88), we address these questions and examine whether social capital reduces the likelihood of dropping out between the 10th and 12th grades for a cohort of 11,000 adolescents…
How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science
Valerie E. Lee, Julia B. Smith, Robert G. Croninger, How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science, Sociology of Education, Vol. 70, No. 2 (Apr., 1997), pp. 128-150
The Culture of Sexual Harassment in Secondary Schools
This study investigates the frequency, severity, and consequences of sexual harassment in American secondary schools, using 1993 survey data from a nationally representative sample of 1,203 8th to 11th graders in 79 public schools. We found that 83% of girls and 60% of boys receive unwanted sexual attention in school. Except for gender, social background is unrelated to either the probability or the severity of sexual harassment. However, factors…
The Relative Importance of Home and School in the Development of Literacy Skills for Middle-Grade Students
Variations in the home environments of poor and middle-income children affect their literacy development, which leads to substantial differences in reading ability and behavior. Schools can mediate influences from home through the conditions that they foster and the instructional policies and procedures they promote. The result of schools' efforts may either ameliorate or magnify the inequities in reading development related to family economic co…
Technology and the Fate of At-Risk Students
Peer Reviewed
How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science
Valerie E. Lee, Julia B. Smith, Robert G. Croninger, How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science, Sociology of Education, Vol. 70, No. 2 (Apr., 1997), pp. 128-150
The Culture of Sexual Harassment in Secondary Schools
This study investigates the frequency, severity, and consequences of sexual harassment in American secondary schools, using 1993 survey data from a nationally representative sample of 1,203 8th to 11th graders in 79 public schools. We found that 83% of girls and 60% of boys receive unwanted sexual attention in school. Except for gender, social background is unrelated to either the probability or the severity of sexual harassment. However, factors…
Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning
In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers. Findings indicate significant and meaningful growth of about 0.5 of 1 standard deviation in students’ abilit…
The Relative Importance of Home and School in the Development of Literacy Skills for Middle-Grade Students
Variations in the home environments of poor and middle-income children affect their literacy development, which leads to substantial differences in reading ability and behavior. Schools can mediate influences from home through the conditions that they foster and the instructional policies and procedures they promote. The result of schools' efforts may either ameliorate or magnify the inequities in reading development related to family economic co…
A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies
This study explored the extent to which an 18‐day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students' historical argument…
Where Is the Action?” Challenges to Studying the Teaching of Reading in Elementary Classrooms
The authors argue that part of the difficulty in studying the teaching of reading in elementary classrooms is determining where “the action” occurs in reading instruction. Based on their 5-year longitudinal study of fourth- and fifth-grade teachers in moderate- and high-poverty elementary schools, they describe three challenges: (a) determining key factors in the complex instructional environment that should be the focus of study, (b) determining…
Who (Else) Is the Teacher? Cautionary Notes on Teacher Accountability Systems
This article examines a premise underlying teacher accountability policies, namely, that annual student learning gains can be attributed to individual teachers. After analyzing data collected in fourth‐ and fifth‐grade reading and mathematics classes in 18 schools, the authors identify forms of instructional design that rely on multiple teachers. These designs—simultaneous, supplemental, and sequential—were pervasive, particularly in higher‐pover…
Technology and the Fate of At-Risk Students
Peer Reviewed
Mixing It Up About Methods
The authors respond to the commentaries (this issue of Educational Researcher) on a series of articles (in the March 2009 issue of Educational Researcher) that discuss the challenges associated with measuring reading instruction. The authors argue that the teaching of reading is a complex, multifaceted phenomenon best studied through a variety of overlapping and complementary methods, quantitative and qualitative. They describe how they put this …
Technology and the Fate of At-Risk Students
Peer Reviewed
The Relative Importance of Home and School in the Development of Literacy Skills for Middle-Grade Students
Variations in the home environments of poor and middle-income children affect their literacy development, which leads to substantial differences in reading ability and behavior. Schools can mediate influences from home through the conditions that they foster and the instructional policies and procedures they promote. The result of schools' efforts may either ameliorate or magnify the inequities in reading development related to family economic co…
The Culture of Sexual Harassment in Secondary Schools
This study investigates the frequency, severity, and consequences of sexual harassment in American secondary schools, using 1993 survey data from a nationally representative sample of 1,203 8th to 11th graders in 79 public schools. We found that 83% of girls and 60% of boys receive unwanted sexual attention in school. Except for gender, social background is unrelated to either the probability or the severity of sexual harassment. However, factors…
How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science
Valerie E. Lee, Julia B. Smith, Robert G. Croninger, How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science, Sociology of Education, Vol. 70, No. 2 (Apr., 1997), pp. 128-150
Social Capital and Dropping Out of High School: Benefits to At-Risk Students of Teachers’ Support and Guidance
Do teachers provide students with valuable forms of social capital? Do these forms of social capital increase the likelihood that students complete high school, particularly students who are at risk of failure? Using data from the National Educational Longitudinal Study (NELS:88), we address these questions and examine whether social capital reduces the likelihood of dropping out between the 10th and 12th grades for a cohort of 11,000 adolescents…
Who (Else) Is the Teacher? Cautionary Notes on Teacher Accountability Systems
This article examines a premise underlying teacher accountability policies, namely, that annual student learning gains can be attributed to individual teachers. After analyzing data collected in fourth‐ and fifth‐grade reading and mathematics classes in 18 schools, the authors identify forms of instructional design that rely on multiple teachers. These designs—simultaneous, supplemental, and sequential—were pervasive, particularly in higher‐pover…
Incoming Editors’ Statement and Description of Our Inaugural Issue
Mixing It Up About Methods
The authors respond to the commentaries (this issue of Educational Researcher) on a series of articles (in the March 2009 issue of Educational Researcher) that discuss the challenges associated with measuring reading instruction. The authors argue that the teaching of reading is a complex, multifaceted phenomenon best studied through a variety of overlapping and complementary methods, quantitative and qualitative. They describe how they put this …
Where Is the Action?” Challenges to Studying the Teaching of Reading in Elementary Classrooms
The authors argue that part of the difficulty in studying the teaching of reading in elementary classrooms is determining where “the action” occurs in reading instruction. Based on their 5-year longitudinal study of fourth- and fifth-grade teachers in moderate- and high-poverty elementary schools, they describe three challenges: (a) determining key factors in the complex instructional environment that should be the focus of study, (b) determining…
Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning
In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers. Findings indicate significant and meaningful growth of about 0.5 of 1 standard deviation in students’ abilit…
A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies
This study explored the extent to which an 18‐day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students' historical argument…
Psychology (10 works) · Mathematics education (9 works) · Pedagogy (8 works) · Political science (6 works) · Sociology (6 works) · Reading (process (5 works) · Educator Training and Historical Pedagogy (4 works) · Parental Involvement in Education (4 works) · School Choice and Performance (4 works) · Reading and Literacy Development (3 works)