Koji Ueno
Education · 2005–2006
A researcher in the Science corpus: 5 papers; trusts 3 researchers and is trusted by 8 researchers here, as inferred from the citation graph.
Subfields
- Education — 16 citations into it; #7,408 of 11,309 by trust here, #3,976 by citations
- Statistics and Probability — 5 citations into it
Whom Koji Ueno trusts overall
Their strongest outbound trust, strongest first, inferred from their citations.
Who trusts Koji Ueno overall
Papers from Koji Ueno's perspective
Ordered by how strongly the researchers Koji Ueno trusts endorse each paper. Same corpus, a different order for every researcher.
- Will Teacher Learning Advance School Goals
- Do Low-Achieving Students Benefit More from Small Classes? Evidence from the Tennessee Class Size Experiment
- Learning how to teach.
- Principal Leadership for Professional Development to Build School Capacity
- Introduction to Variance Estimation
- Power and Politics in the Adoption of School Reform Models
- Class Size and Eighth-Grade Math Achievement in the United States and Abroad
- Exploratory and Confirmatory Factor Analysis: Understanding Concepts and Applications
- Lesson Study: A Japanese Approach To Improving Mathematics Teaching and Learning
- The Great Curriculum Debate: How Should We Teach Reading and Math?.
Their papers
- Sexual Orientation and Psychological Distress in Adolescence: Examining Interpersonal Stressors and Social Support Processes (2005) — 242 citations
- Are Teachers Who Need Sustained, Content-Focused Professional Development Getting It? An Administrator’s Dilemma (2006) — 200 citations
- The effects of friendship networks on adolescent depressive symptoms (2005) — 214 citations
- “Highly Qualified” to Do What? The Relationship Between NCLB Teacher Quality Mandates and the Use of Reform-Oriented Instruction in Middle School Mathematics (2005) — 166 citations
- Assessing Barriers to the Reform of U.S. Mathematics Instruction From an International Perspective (2005) — 68 citations