Our Research Base

The Elevated Achievement approach is built on a broad base of research. Our job is to turn that research into practice that can be implemented in every district, every school, every classroom, every day.


Chan, P. et al. (2014). Beyond Involvement: Promoting Student Ownership of Learning in Classrooms. Intervention in School and Clinic. 50(2), 105-113.

Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.

Datta, D.K., & Narayanan, V.K. (1989). A meta-analytic review of the concentration-performance relationship: Aggregating findings in strategic management. Journal of Management, 15(3), 469-483.

Dunn, R., Griggs, S.A., Olson, J., Beasley, M., & Gorman, B.S. (1995). A meta-analytic validation of the Dunn and Dunn model of learning-style preferences. Journal of Educational Research, 88(6), 353-362.

Dusek, J.B., & Joseph, G., (1985). The bases of teacher expectancies. In J. B. Dusek (Ed.), Teacher expectancies (pp.229-249). Hillsdale, NJ: Lawrence Erlbaum Associates.

Duzinski, G. A. (1987). The educational utility of cognitive behavior modification strategies with children: A quantitative synthesis. Unpublished Ph.D., University of Illinois at Chicago, IL.

Fendick, F. (1990). The correlation between teacher clarity of communication and student achievement gain: A meta-analysis. Unpublished Ph.D., University of Florida, FL.

Fuchs, L.S. & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53(3), 199-208.

Fuchs, L.S. & Fuchs, D. (1986). Curriculum-based assessment of progress toward long-term and short-term goals. Journal of Special Education, 20(1), 69-82.

Haertel, G.D., Walberg, H.J.,& Haertel, E.H. (1980). Classroom socio-psychological environments and learning: A quantitative synthesis. British Educational Research Journal, 7(1), 27-36.

Hattie, J.A.C., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Hattie, J. Visible Learning for Teachers.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York, NY: Routledge.

Huang, Z. (1991). A meta-analysis of self-questioning strategies. Unpublished Ph.D., Hofstra University, NY.

Hunter, M. (1967). Teach More-Faster! Thousand Oaks, CA: Corwin Press.

Hunter, M. (1982). Mastery Teaching. El Segundo, CA: TIP Publications.

Kluger, A.N., & NeNisis, A. (1996). The effects of feedback interventions on performance: A historical review, meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254.

Kulhavy, R.W. (1997). Feedback in written instruction. Review of Educational Research, 47(2), 211-232.

Kumar, D.D. (1991). A meta-analysis of the relationship between science instruction and student engagement. Educational Review, 43(1), 49-61.

Locke, E.A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.

Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Aurora, CO: Mid-Continent Regional Education Lab.

Marzano, R.J. (2000). A new era of school reform: Going where the research takes us. Aurora, CO: Mid-Continent Regional Education Lab.

NCSU (National Center on Scaling Up). (2014). Developing Student Ownership and Responsibility in High Schools. Practitioner Brief.

Nuthall, G. A. (2005). The cultural myths and realities of classroom teaching and learning: A personal journey. Teachers College Record, 107(5), 895-934.

Nuthall, G. (2007). The hidden lives of learners. Wellington, New Zealand: NZCER Press.

O’Connell, M. & Vandos, K. (2015). Partnering with Students: Building Ownership of Learning. Thousand Oaks, CA: Corwin.

Robinson, V. (2011). Student-centered leadership. San Francisco, CA: Jossey-Bass.

Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530.

Samson, G.E., Strykowski, B., Weinstein, T., & Walberg, H.J. (1987). The effects of teacher questioning levels on student achievement: A quantitative synthesis. Journal of Educational Research, 80(5), 290-295.

Seidel T., & Shavelson, R.J. (2007). Teaching effectiveness research in the past decade: The role of theory and research and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454-499.

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(3), 276-280.

Swanson, H.L., & Hoskyn, M. (1998). Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research, 68(3), 277-321.

Timperley, H. (2011). Realizing the Power of Professional Learning. New York, NY: Open University Press.

Walker, D., Greenwood, C., Hart, B., & Carta, J. (1994). Prediction of school outcomes based on early language production and socioeconomic factors. Child Development, 65(2), 606-621.