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By Theodore Low. De Vinne

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Confidence and participation in mathematics. The Australian Journal of Education, 32, 180–202. J. (1995). Factors affecting students’ progress in reading: Key findings from a longitudinal study. Literacy, Teaching and Learning, 1 (2), 57–110. J. (1999a). Reading Recovery: Research evidence for its positive impact on children’s growth towards literacy and behavioral autonomy. Invited keynote address presented at the National Reading Recovery Tutor Development Conference, Auckland College of Education, Auckland, New Zealand, July 12–16, 1999.

Addressing the emergent research evidence about the education and schooling of boys. Invited keynote-workshop presented at the National Student Welfare Conference 2000, Melbourne Exhibition & Convention Centre, June 1–2, 2000. J. (2000b). Celebrating coeducation? Certainly not for academic achievement! An examination of the emergent research evidence. Invited keynote address presented at the Second National Conference on Coeducation, Kinross Wolaroi School, Orange, New South Wales, April 16–19, 2000.

W. (1998). Modeling educational effectiveness in classrooms: The use of multilevel structural equations to model students’ progress. Educational Research and Evaluation, 4 (4), 307–347. J. (2000). Auditory processing effects on early literacy and behavior: Evidence for the value of auditory screening of children on school entry. Invited paper-poster presented at the Second International Conference on Child and Adolescent Mental Health. The Renaissance Hotel, Kuala Lumpur, Malaysia, June 6–10, 2000.

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