S. Konstantopoulos

Education · 2000–2020

A researcher in the Science corpus: 14 papers; trusts 19 researchers and is trusted by 53 researchers here, as inferred from the citation graph.

Subfields

• Education — 71 citations into it; #1,434 of 11,309 by trust here, #1,424 by citations
• Developmental and Educational Psychology — 27 citations into it
• Statistics and Probability — 26 citations into it; #972 of 12,932 by trust here, #3,177 by citations
• Management Science and Operations Research — 11 citations into it; #540 of 11,946 by trust here, #2,873 by citations
• Sociology and Political Science — 11 citations into it
• Information Systems and Management — 10 citations into it
• Experimental and Cognitive Psychology — 8 citations into it
• Safety Research — 6 citations into it

Whom S. Konstantopoulos trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. L. Hedges
2. H. Cooper
3. Kelly B. Haskard Zolnierek
4. Roger W. Koenker
5. Guido W. Imbens
6. J. Valentine
7. M. Dimatteo
8. Jeff Gill
9. G. Bassett
10. R. Stiggins

Who trusts S. Konstantopoulos overall

1. Mike W.-L. Cheung
2. E. Tanner‐Smith
3. Johannes Knoll
4. Elizabeth Tipton
5. P. Blatchford
6. L. Hedges
7. A. Gajda
8. Taisuke Imai
9. Selcuk Acar
10. A. Kranzbühler

Papers from S. Konstantopoulos's perspective

Ordered by how strongly the researchers S. Konstantopoulos trusts endorse each paper. Same corpus, a different order for every researcher.

1. The Effects of Small Classes on Academic Achievement: The Results of the Tennessee Class Size Experiment
2. The Black-White Test Score Gap
3. Intraclass Correlation Values for Planning Group-Randomized Trials in Education
4. Experimental and Quasi-Experimental Designs for Generalized Causal Inference
5. Design and Analysis of Cluster Randomization Trials in Health Research
6. Design and analysis of group-randomized trials: a review of recent methodological developments. (American Journal of Public Health)
7. Mind in society: The development of higher psychological processes. L. S. Vygotsky.
8. The Handbook of Research Synthesis and Meta-Analysis
9. Resources, Instruction, and Research
10. Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

Their papers

• Fixed effects and variance components estimation in three‐level meta‐analysis (2011) — 500 citations
• The Power of the Test for Treatment Effects in Three-Level Cluster Randomized Designs (2008) — 124 citations
• The Latent Structure of Spatial Skills and Mathematics: A Replication of the Two-Factor Model (2017) — 57 citations
• Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings (2020) — 122 citations
• Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation (2013) — 324 citations
• The Impact of Indiana’s System of Interim Assessments on Mathematics and Reading Achievement (2013) — 89 citations
• Family Background and School Effects on Student Achievement: A Multilevel Analysis of the Coleman Data (2011) — 111 citations
• The impact of a project‐based science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquiry‐based practices (2010) — 219 citations
• What Are the Long‐Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study (2009) — 86 citations
• Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project STAR (2008) — 120 citations
• Do Low-Achieving Students Benefit More from Small Classes? Evidence from the Tennessee Class Size Experiment (2002) — 104 citations
• Are Effects of Small Classes Cumulative? Evidence From a Tennessee Experiment (2001) — 70 citations
• The Long-Term Effects of Small Classes in Early Grades: Lasting Benefits in Mathematics Achievement at Grade 9 (2001) — 65 citations
• The Effects of Small Classes on Academic Achievement: The Results of the Tennessee Class Size Experiment (2000) — 330 citations