Th Omas R. Guskey

Th Omas R. Guskey's AcademicInfluence.com Rankings

Th Omas R. Guskey

Education

#414

World Rank

#619

Historical Rank

Pedagogy

#23

World Rank

#34

Historical Rank

education Degrees

Download Badge

Education

Th Omas R. Guskey's Degrees

PhD Educational Psychology University of Chicago
Masters Educational Psychology University of Chicago
Bachelors Psychology Berea College

Similar Degrees You Can Earn

Best Online Bachelor's in Psychology 2025

Why Is Th Omas R. Guskey Influential?

(Suggest an Edit or Addition)

(See a Problem?)

Th Omas R. Guskey's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Professional Development and Teacher Change (2002) (2651)
Evaluating professional development (1999) (2335)
Staff Development and the Process of Teacher Change (1986) (1621)
Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation☆ (1988) (1140)
Teacher Efficacy: A Study of Construct Dimensions (1994) (1028)
What Makes Professional Development Effective? (2003) (845)
What Works in Professional Development? (2009) (796)
Does It Make a Difference? Evaluating Professional Development (2002) (654)
Professional Development in Education: New Paradigms and Practices. (1995) (652)
Professional Development in Education: In Search of the Optimal Mix. (1994) (387)
Measurement of the Responsibility Teachers Assume For Academic Successes and Failures in the Classroom (1981) (269)
The Influence of Change in Instructional Effectiveness Upon the Affective Characteristics of Teachers (1984) (266)
How Classroom Assessments Improve Learning (2003) (257)
Context Variables that Affect Measures of Teacher Efficacy (1987) (246)
Closing Achievement Gaps: Revisiting Benjamin S. Bloom's “Learning for Mastery” (2007) (246)
Analyzing Lists of the Characteristics of Effective Professional Development to Promote Visionary Leadership (2003) (234)
Exploring the Relationship between Staff Development and Improvements in Student Learning. (1996) (214)
Staff Development and Teacher Change. (1985) (214)
Results-Oriented Professional Development: In Search of an Optimal Mix of Effective Practices. (1994) (201)
Developing Grading and Reporting Systems for Student Learning (2000) (186)
Synthesis of Research on the Effects of Mastery Learning in Elementary and Secondary Classrooms (1986) (169)
Linking Professional Development to Improvements in Student Learning. (2002) (157)
Closing the Knowledge Gap on Effective Professional Development. (2009) (155)
Research Needs To Link Professional Development and Student Learning. (1997) (144)
What to Consider When Evaluating Staff Development. (1991) (140)
A Century of Grading Research (2016) (139)
Attitude and perceptual change in teachers (1989) (137)
Research on Group-Based Mastery Learning Programs: A Meta-Analysis (1988) (128)
Implementing Mastery Learning (1984) (106)
Lessons of Mastery Learning. (2010) (105)
Differences in Teachers' Perceptions of Personal Control of Positive versus Negative Student Learning Outcomes. (1982) (100)
Multiple Sources of Evidence: An Analysis of Stakeholders' Perceptions of Various Indicators of Student Learning. (2007) (100)
The Age of Our Accountability. (1998) (94)
Enhancing the Effectiveness of Professional Development Programs (1991) (87)
Making the Grade: What Benefits Students? (1994) (86)
Formative Classroom Assessment and Benjamin S. Bloom: Theory, Research, and Implications (2005) (83)
Teacher Efficacy, Self-Concept, and Attitudes toward the Implementation of Mastery Learning. (1987) (82)
Apply Time with Wisdom. (1999) (79)
The Road to Classroom Change. (1996) (76)
Helping Standards Make the GRADE (2001) (75)
Grading Policies that Work Against Standards...and How to Fix Them (2000) (73)
Five Obstacles to Grading Reform (2011) (71)
Mnemotechnics in Second-Language Learning (2012) (61)
Making High School Grades Meaningful (2006) (57)
Planning Professional Learning (2014) (56)
The Characteristics of Effective Professional Development: A Synthesis of Lists. (2003) (51)
Taking a Second Look at Accountability: Strong Evidence Reflecting the Benefits of Professional Development Is More Important than Ever before. (2005) (49)
What You Assess May Not Be What You Get. (1994) (48)
Standards-based grading and reporting will improve education (2015) (47)
The Rest of the Story (2008) (46)
The Effects of Change in Instructional Effectiveness on the Relationship of Teacher Expectations and Student Achievement (1982) (44)
Improving student learning in college classrooms (1987) (44)
Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs (2009) (44)
Rethinking Mastery Learning Reconsidered (1987) (43)
Cooperative Mastery Learning Strategies (1990) (39)
The Effects of Staff Development on Teachers’ Perceptions About Effective Teaching (1985) (38)
Computerized Gradebooks and the Myth of Objectivity (2002) (37)
Scooping up Meaningful Evidence. (2003) (36)
The Case Against Percentage Grades (2013) (36)
In Search of a Useful Definition of Mastery (2014) (36)
Mapping the Road to Proficiency. (2005) (34)
GRADES That Mean Something: Kentucky Develops Standards-Based Report Cards (2011) (32)
A Synthesis of Research on Group-Based Mastery Learning Programs. (1985) (31)
Evaluation of a High School Block Schedule Restructuring Program. (1995) (30)
Parents’ and teachers’ perceptions of standards-based and traditional report cards (2014) (30)
Ranking School Districts on the Basis of Statewide Test Results: Is It Meaningful or Misleading?. (1990) (29)
The Effectiveness of Mastery Learning Strategies in Undergraduate Education Courses (2014) (26)
"It Wasn't Fair!" Educators' Recollections of Their Experiences as Students with Grading (2006) (26)
Exploring the factors teachers consider in determining students’ grades (2018) (25)
Leadership in the Age of Accountability. (2007) (25)
The Characteristics of Very Effective Teachers in Urban Community Colleges. (1983) (25)
Gauge Impact with 5 Levels of Data. (2016) (25)
Defining the Differences between Outcome-Based Education and Mastery Learning. (1994) (23)
New Perspectives on Evaluating Professional Development. (1999) (23)
A Century of Grading Research: Meaning and Value in the Most Common Educational Measure (2022) (23)
Stability and Change in High School Grades (2011) (22)
Mastery learning: Applying the theory (1980) (22)
1 Defining Student Achievement (2013) (21)
Teacher Efficacy Measurement and Change. (1998) (21)
High Stakes Performance Assessment: Perspectives on Kentucky's Educational Reform (1994) (21)
How's My Kid Doing? A Parent's Guide to Grades, Marks, and Report Cards. The Jossey-Bass Education Series. (2002) (21)
Standards-Based Grading and Reporting; a Model for Special Education (2007) (21)
Comparison of a Rasch Model Scale and the Grade-Equivalent Scale for Vertical Equating of Test Scores (1981) (21)
Bound by Tradition: Teachers' Views of Crucial Grading and Reporting Issues. (2009) (20)
A Historical Perspective on Closing Achievement Gaps (2005) (20)
Mastery Learning: A model for academic success in urban junior colleges (1979) (18)
Answers to Essential Questions about Standards, Assessments, Grading, & Reporting (2012) (18)
Despite the Best Intentions: Inconsistencies Among Components in Kentucky's Systemic Reform (1997) (17)
Developing a Statewide, Standards-Based Student Report Card: A Review of the Kentucky Initiative. (2010) (17)
Response-to-Intervention and Mastery Learning: Tracing Roots and Seeking Common Ground (2011) (17)
The Communication Challenge of Standards-Based Reporting (2004) (17)
Formative Assessment: Th e Contributions of Benjamin S. Bloom (2010) (17)
The Relationship between Teacher Attitudes and Student Perceptions of Classroom Climate (1981) (17)
The Relationship of Affect toward Teaching and Teaching Self-Concept to Responsibility for Student Achievement. (1981) (17)
Perspectives on Grading and Reporting: Differences among Teachers, Students, and Parents. (2002) (16)
Four Steps in Grading Reform. (2012) (15)
Benjamin S. Bloom's Contributions to Curriculum, Instruction, and School Learning. (2001) (15)
Are Zeros Your Ultimate Weapon (2004) (14)
Grading Exceptional Learners (2010) (14)
Struggling Readers in Urban High Schools: Evaluating the Impact of Professional Development in Literacy (2009) (13)
Mastery Learning and Mastery Teaching: How They Complement Each Other. (1988) (13)
Outcome-Based Education and Mastery Learning: Clarifying the Differences. (1994) (11)
On the Appropriateness of Norm- and Criterion-referenced Assessments in Medical Education (2015) (11)
Five Key Concepts Kick off the Process: Professional Development Provides the Power to Implement Standards. (2005) (11)
The Relationship between Socioeconomic Characteristics and School-Level Performance Assessment Results. (1997) (11)
Focusing on standards poses unique challenges in grading and reporting. Let's consider the most pressing challenges and what educators can do to ensure success in implementing a standards-based report card that satisfies parents and the school. (2006) (10)
What do grades mean? Variation in grading criteria in American college and university courses (2020) (10)
What We Know About Grading: What Works, What Doesn't, and What's Next (2019) (10)
Class Rank Weighs down True Learning (2014) (9)
Grades versus comments: Research on student feedback (2019) (9)
Estimating the effects of college, department, course, and teacher on earned credit rates (1983) (8)
Evaluating Professional Learning (2014) (8)
The Importance of Focusing on Student Outcomes. (1991) (7)
Where Do You Want to Get To? Effective Professional Learning Begins with a Clear Destination in Mind (2017) (7)
The Perils of Prescribed Grade Distributions: What Every Medical Educator Should Know (2014) (7)
Grading Exceptional and Struggling Learners (2011) (7)
Teachers' Beliefs in Their Own Control of Factors Influencing the Academic Achievement of Students. (1980) (7)
Evaluating a Community-Wide Parent and Family Involvement Program. (2007) (7)
Research on Multi-Age/Multi-Grade Classes: Report to the Teaching and Learning Issues Group. (1997) (6)
A Collaborative Professional Development Approach to Improving Student Outcomes (2013) (6)
Mastery Learning in the Regular Classroom: Help for At-Risk Students with Learning Disabilities (1995) (6)
GRADING: Why You Should Trust Your Judgment (2016) (6)
Using Mastery Learning to Facilitate the Full Inclusion of Students with the Most Intense Educational Needs within Rural Schools (1994) (6)
Mastery learning and students' attributions at the college level (1984) (6)
The Impact of Standards-Based Learning: Tracking High School Students’ Transition to the University (2020) (5)
Individualizing Within the Group-Centered Classroom (1980) (5)
Complexities in Evaluating the Effects of Staff Development Programs. (1991) (5)
Feedback, correctives, and the use of pre-assessments (2018) (5)
Pre-Assessment: Promises and Cautions. (2016) (5)
Transforming Teacher Reluctance to Teacher Commitment. (1985) (5)
Fair & Accurate Grading for Exceptional Learners. (2011) (5)
High Percentages are Not the Same as High Standards (2001) (5)
Literacy Assessment, New Zealand Style. (2006) (5)
All Our Children Learning: New Views on the Work of Benjamin S. Bloom (2007) (4)
Selected Attitudes of Teachers and Student Perceptions of Instruction at the Primary Level (1982) (4)
Differences in Teachers' Perceptions of the Causes of Positive Versus Negative Student Achievement Outcomes. (1981) (4)
Does Pre-Assessment Work?. (2018) (4)
Every Teacher Can Be the Best. (1989) (4)
A Case for Differentiated Grades (2015) (4)
What is Mastery Learning? And Why Do Educators Have Such Hopes for It?. (1980) (4)
The Rules of Evidence: Focus on Key Points to Develop the Best Strategy to Evaluate Professional Learning. (2012) (3)
Flip the Script on Change. (2020) (3)
Breaking up the Grade. (2020) (3)
Bloom's Mastery Learning and Hunter's Mastery Teaching: Complement or Conflict. (1988) (3)
What Works in Professional (2009) (3)
Using Mastery in the Regular Classroom To Help Learning Disabled and At-Risk Students. (1990) (3)
Does Mathematical Precision Ensure Valid Grades? What Every Veterinary Medical Educator Should Know. (2015) (3)
Microlearning (2022) (2)
Policy Issues and Options When States Take over Local School Districts (1993) (2)
Integrating Innovations (2020) (2)
Implementing Student-Led Conferences (Experts In Assessment Series) (2000) (2)
Determining Fair Grades for Students with Special Needs: A Standards-Based Model. (2007) (2)
Grades Represent Achievement and "Something Else": Analysis of the Nonachievement Factors Teachers Consider in Determining Students' Grades. (2017) (1)
Can grades be an effective form of feedback? (2022) (1)
Response to Slavin: Who Defines Best?. (1988) (1)
Preservice and Inservice Professional Development Efforts Regarding Bloom's Learning for Mastery. (1993) (1)
Estimating the Effects of College, Department, Teacher and Course on Course Completion Rates. (1982) (1)
The Dark Side of Assessment Literacy: Avoiding the Perils of Accountability. (2020) (1)
Defining the Critical Elements of a Mastery Learning Program. (1986) (1)
Letters: Reply to Tom (1986) (1)
Events, Ethos and Ethics. (1996) (1)
Parent Feeding Strategies: Behavior Change Following an Intervention Program (2010) (1)
Feedback for Teachers: What Evidence Do Teachers Find Most Useful? (2021) (1)
Individualizing Instruction in the Mainstream Classroom: A Mastery Learning Approach. (1981) (1)
The Thorpe Gordon School: A Model for Improvement. (1991) (1)
Reply to Tom (1986) (1)
The Effects of Mastery Learning on the Reasons Teachers Give for Their Effectiveness in the Classroom. (1984) (1)
Community College Students' Use of Institutional and Informal Learning Resources. (1982) (0)
2-1990 Integrating Innovations (2018) (0)
Learning From Failures: Lessons From Unsuccessful Grading Reform Initiatives (2021) (0)
Grades That Mean Something a Group of Teachers, School Leaders, and Education Researchers Create Report Cards That Link Course Grades to Student Progress on Mastering State Standards (2012) (0)
A Case for Differentiated Grades (2015) (0)
The Center for the Improvement of Teaching and Learning: Exploring New Directions in Community College Research. (1982) (0)
Evaluation of a Voluntary Busing Program through Cohort Comparisons (1980) (0)
About ASCD Books & Publications Educational Leadership Conferences Professional Development Programs Topics (2014) (0)
Parents’ and teachers’ perceptions of standards-based and traditional report cards (2014) (0)
Class Rank Weighs Down True Learning: Teaching and Grading Schemes That Work to Select the Most Talented Students Often Fail to Benefit All Students and to Notice Promising Students (2014) (0)
Interpreting Average Effect Sizes: Never a Center Without a Spread (2019) (0)
Understanding Different Stakeholders Views on Homework and Grading (2019) (0)
Understanding Our Differences: Analyzing Stakeholders' Views on Homework, Assessment, and Grading (2022) (0)
Is standards-based grading effective? (2022) (0)
The Proof Is in the Pudding: Helping Teachers Utilize the Results of Formative Assessments (2020) (0)
How Mastery Learning Can Address Our Nation's Science Education Needs. (1992) (0)
The Multiplier Effect. (1982) (0)
Fast Track to Literacy: Kentucky District Targets Struggling Readers in Urban Schools. (2009) (0)
The Influence of Mastery Learning on Students' Attributions at the College Level. (1983) (0)
Special Topic / The Case Against Percentage Grades (2013) (0)

This paper list is powered by the following services:

What Schools Are Affiliated With Th Omas R. Guskey?

Th Omas R. Guskey is affiliated with the following schools:

Th Omas R. Guskey's Academic­Influence.com Rankings