1. Huang, S. L., & Waxman, H. C. (In press). The association of school environment to student teachers' satisfaction and teaching commitment. Teaching and Teacher Education.

2. Smith, D. L., Cude, K. C., Braziel, K. C., Waxman, H. C., & Smith, L. J. (2008). A WalkAbout observation of pre-service student behaviors during field placement: Do they practice what we preach? Texas Association of Teacher Educators’ Forum, 33(2), 1-11.

3. Waxman, H. C., Garcia, A., & Read, L. (2008). Classroom learning environment and student motivational differences between exemplary, recognized, and acceptable urban middle level schools. Middle Grades Research Journal, 3(2), 1-21. ^*

4. Waxman, H. C., Padron, Y. N., Shin, J. Y., & Rivera, H. H. (2008). Closing the achievement gap within reading and mathematics by fostering Hispanic students' educational resilience. International Journal of Social Sciences Research, 3(1), 24-34.

5. Waxman, H. C., Lee, Y. H., & MacNeil, A. (2008). Principals’ strategies for successfully closing the achievement gaps in their schools. Academic Leadership, 6(3), 1-5.

6. Waxman, H. C., Padron, Y. N., & Garcia, A. (2007). Educational issues and effective practices for Hispanic students. In S. J. Paik & H. J. Walberg (Eds.). Narrowing the achievement gap: Strategies for educating Latino, Black and Asian students (pp. 131-151). New York: Springer.

7. Rivera, H. H., & Waxman, H. C. (2007). Studying the classroom learning environment of resilient and non-resilient Hispanic children. Journal of At-Risk Issues,13(2), 11-19.

8. Téllez, K., & Waxman, H. C. (2006). A meta-synthesis of qualitative research on effective teaching practices for English language learners. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 245-277). Philadelphia, PA: John Benjamins.

9. Tellez, K., & Waxman, H. C. (Eds.). (2006). Improving educator quality for English Language Learners. Mahwah, NJ: Lawrence Erlbaum.

10. Waxman, H. C., Tellez, K., & Walberg H. J. (2006). Improving teacher quality for English Language Learners: Reports and next step recommendations from a national invitational conference. In K. Tellez & H. C. Waxman (Eds.), Improving educator quality for English Language Learners: Research, policies, and practices (pp. 189-195). Mahwah, NJ: Lawrence Erlbaum.

1. Huang, S. L., & Waxman, H. C. (In press). The association of school environment to student teachers' satisfaction and teaching commitment. Teaching and Teacher Education.

2. Smith, D. L., Cude, K. C., Braziel, K. C., Waxman, H. C., & Smith, L. J. (2008). A WalkAbout observation of pre-service student behaviors during field placement: Do they practice what we preach? Texas Association of Teacher Educators’ Forum, 33(2), 1-11.

3. Waxman, H. C., Garcia, A., & Read, L. (2008). Classroom learning environment and student motivational differences between exemplary, recognized, and acceptable urban middle level schools. Middle Grades Research Journal, 3(2), 1-21. ^*

4. Waxman, H. C., Padron, Y. N., Shin, J. Y., & Rivera, H. H. (2008). Closing the achievement gap within reading and mathematics by fostering Hispanic students' educational resilience. International Journal of Social Sciences Research, 3(1), 24-34.

5. Waxman, H. C., Lee, Y. H., & MacNeil, A. (2008). Principals’ strategies for successfully closing the achievement gaps in their schools. Academic Leadership, 6(3), 1-5.

6. Waxman, H. C., Padron, Y. N., & Garcia, A. (2007). Educational issues and effective practices for Hispanic students. In S. J. Paik & H. J. Walberg (Eds.). Narrowing the achievement gap: Strategies for educating Latino, Black and Asian students (pp. 131-151). New York: Springer.

7. Rivera, H. H., & Waxman, H. C. (2007). Studying the classroom learning environment of resilient and non-resilient Hispanic children. Journal of At-Risk Issues,13(2), 11-19.

8. Téllez, K., & Waxman, H. C. (2006). A meta-synthesis of qualitative research on effective teaching practices for English language learners. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 245-277). Philadelphia, PA: John Benjamins.

9. Tellez, K., & Waxman, H. C. (Eds.). (2006). Improving educator quality for English Language Learners. Mahwah, NJ: Lawrence Erlbaum.

10. Waxman, H. C., Tellez, K., & Walberg H. J. (2006). Improving teacher quality for English Language Learners: Reports and next step recommendations from a national invitational conference. In K. Tellez & H. C. Waxman (Eds.), Improving educator quality for English Language Learners: Research, policies, and practices (pp. 189-195). Mahwah, NJ: Lawrence Erlbaum.

11. Waxman, H. C., & Chen, H.-L. (2006). Mixed method approaches for examining classroom learning environments for resilient and nonresilient students in urban elementary schools. In D. L. Fisher & M. S. Khine (Eds.), Contemporary approaches to research on learning environments: Worldviews (pp. 195-220). Hackensack, NJ: World Scientific Publishers.

12. Tellez, K., & Waxman, H. C. (2006). Preparing quality teachers for English Language Learners: An overview of the critical issues. In K. Tellez & H. C. Waxman (Eds.), Improving educator quality for English Language Learners: Research, policies, and practices (pp. 1-22). Mahwah, NJ: Lawrence Erlbaum.

13. Houston, W. R., Eugeni, M. L., & Waxman, H. C. (2006). Successful initiatives in the recruitment and retention of community college students: Making a difference in the loves of students. Houston, TX: Institute for Urban Education.

14. Price, D. D., & Waxman, H. C. (2005). Effective schools. In V. A. Anfara Jr., G. Andrews, & S. B. Mertens (Eds.), The encyclopedia of middle grades education (pp. 185-188). Westerville, OH and Greenwich, CT: National Middle School Association and Information Age.

15. Creighton, T., Busch, S., MacNeil, A., & Waxman, H. C. (2005). Establishing the knowledge base to narrow the disconnect existing between university education administration programs and practicing school leaders. NCPEA Education Leadership Review, 6(1), 1-17.

16. Tellez, K., Flinspach, S. L., & Waxman, H. C. (2005). Resistance to scientific evidence: Program evaluation and its lack of influence on policies related to language education programs. In R. Hoosain & F. Salili (Eds.), Language in multicultural education (pp. 57-76). Greenwich, CT: Information Age.

17. Waxman, H. C., Padron, Y. N., & Gray, J. P. (Eds.). (2004). Educational resiliency: Student, teacher, and school perspectives. Greenwich, CT: Information Age.

18. Waxman, H. C., Tellez, K., & Walberg, H. J. (2004). Improving teacher quality for English language learners: Reports and nextstep recommendations from a National Invitational Conference. The LSS Review: A Catalyst for Merging Research, Policy, and Practice, 3(1), 1-3.

19. Waxman, H. C., Tharp, R., & Hilberg, R. S. (Eds.). (2004). Observational research in U. S. classrooms: New approaches for understanding cultural and linguistic diversity. Cambridge, United Kingdom: Cambridge University Press.

20. Hilberg, R. S., Waxman, H. C., & Tharp, R. G. (2004). Purposes and perspectives on classroom observation research. In H. C. Waxman, R. G. Tharp, & R. S. Hilberg (Eds.), Observational research in U. S. classrooms: New approaches for understanding cultural and linguistic diversity (pp. 1-20). Cambridge, United Kingdom: Cambridge University Press.

21. Padron, Y. N., Waxman, H. C., & Rivera, H. H. (2003). Educating Hispanic students: Obstacles and avenues to improved academic achievement. ERS Spectrum, 21(2), 27-39.

22. Waxman, H. C. (2003). Systematic classroom observation. In J. W. Guthrie (Ed.), Encyclopedia of education (2nd ed, pp. 303-310). New York: Macmillan.

23. Padron, Y. N., Waxman, H. C., Powers, R. A., & Brown, A. (2002). Evaluating the effects of the Pedagogy to Improve Resiliency Program on English language learners. In L. Minaya-Rowe (Ed.), Teacher training and effective pedagogy in the context of student diversity (pp. 211-238). Greenwich, CT: Information Age.

24. Padron, Y. N., Waxman, H. C., & Rivera, H. L. (2002). Issues in educating Hispanic students. In S. Stringfield & D. Land (Eds.), Educating at risk students (pp. 66-88). Chicago: National Society for the Study of Education.

25. Waxman, H. C., & Padron, Y. N. (2002). Research-based teaching practices that improve the education of English language learners. In L. Minaya-Rowe (Ed.), Teacher training and effective pedagogy in the context of student diversity (pp. 3-38). Greenwich, CT: Information Age.

26. Waxman, H. C., Gray, J., & Padron, Y. N. (2002). Resiliency among students at risk of failure. In S. Stringfield & D. Land (Eds.), Educating at risk students (pp. 29-48). Chicago: National Society for the Study of Education.

27. Waxman, H. C., Houston, W. R., & Cortina, L. (2001). Determining program quality of a social service collaborative using case study methods and moving towards participatory evaluation. In D. M. Hinn, A. P. Benson, & C. Lloyd (Eds.), Visions of quality: How evaluators define, understand, and represent program quality (pp. 135-151). Oxford, England: Elsevier.

28. Waxman, H. C., Padron, Y. N., & Arnold, K. A. (2001). Effective instructional practices for students placed at risk of failure. In G.D. Borman, S. C. Stringfield, & R. E. Slavin (Eds.), Title I: Compensatory education at the crossroads (pp. 137-170). Mahwah, NJ: Lawrence Erlbaum.

29. Stringfield, S., Waxman, H. C., & Padron, Y. N. (2000). To be of lasting quality, school reform must include change in teaching. Teaching and Change, 7(2), 107-110.

30. Padron, Y. N., Waxman, H. C., & Huang, S. L. (1999). Classroom and instructional learning environment differences between resilient and non-resilient elementary school students. Journal of Education for Students Placed at Risk of Failure, 4(1), 63-81.

31. Padron, Y. N., & Waxman, H. C. (1999). Classroom observations of the Five Standards of Effective Teaching in Urban Classrooms with ELLs. Teaching and Change, 7(1), 79-100.

32. Waxman, H. C., & Walberg, H. J. (Eds.). (1999). New directions for teaching practice and research. Berkeley, CA: McCutchan.

33. Waxman, H. C., Padron, Y. N., & Stringfield, S. (1999). Teaching and change in urban contexts. Teaching and Change, 7(1), 3-16.

34. Owens, E., & Waxman, H. C. (1998). Sex- and ethnic-related differences among high school students’ technology use in science and mathematics. International Journal of Instructional Media, 25, 43-54.
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