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Curriculum Vitae

Harris M Cooper

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249 Soc/Psych Building
Durham, NC 27708
(919) 660-5664 (office)
(email)
Education

  • Social Psychology, 1976
  • PhD Social Psychology, University of Connecticut, 1976
  • MA Psychology, University of Connecticut, 1974
  • BA Psychology and Sociology, SUNY at Stony Brook, 1972
Areas of Research
  • Research synthesis, applications of social psychology to educational policy issues, homework, school calendars, after school programs.
Awards and Fellowships
  • Ingram Olkin Lifetime Achievement Award, International Campbell Collaboration, February, 2008
  • Outstanding Research Review of 2006, American Educational Research Association, for "Does Homework Improve Avcademic Achievement?: A Synthesis of Research", April, 2007
  • Frederick Mosteller Award for Lifetime Contribution to Research Synthesis, International Campbell Collaboraton, for lifetime contribution to the development of research synthesis methodology, February, 2007
  • Interpretive Scholarship Award, American Educational Research Association, 1997
  • Gold Chalk Award, Excellence in Graduate Education, University of Missouri-Columbia, 1992
  • Raymond B. Cattell Early Career Award for Programmatic Research, AERA, 1984
  • National Research Service Award, ADAMHA, 1975
    "Intervening in Expectation Communication"

Professional Service

  Service to Program in Education

  • Duke University Committee on Teacher Preparation, Chair, January 1, 2006 - present

  Administrative Responsibilities

  • Program in Education, Director, January 1, 2005 - present
    Oversee all administrative operations for the Program in Education Budget preparation Facilities management Represent PiE at A&S Chairs meetings Represent PiE at university events Annually evaluate PiE faculty and staff
  • Undergraduate Honors Program, Director, 1993 - 2003
  • Department Chair, Department chair
    Chair, Department of Psychological Sciences (1999-2002) The Department of Psychology had over 30 regular faculty and 20 non-regular faculty and trained over 70 graduate students and 800 undergraduate majors.
  • Budget and Finance, Associate Chair, 1998 - 1999
    Duties included helping set departmental priorities for spending, monitoring expenditures
  • Social Psychology Training Program, Director, 1988 - 1989; 1991-1997
    Duties included coordinating teaching assignments and research space for training area faculty, graduate student admissions and evaluation, curriculum planning

  Service to University

  • Department of Psychology & Neuroscience, Bylaws Committee, Chair, 2007 - present
  • SACS Quality Enhancement Plan Committee, Member, 2007 - present
  • Neuroscience Major Committee, Member, 2007 - present
  • Social Psychology Training Committee, Member, January 1, 2006 - present
  • Psychology Department Reunification Committee for Planning Joint Activities, Member, January 1, 2006 - present
  • Developmental Psychology Training Committee, Member, January 1, 2006 - present
  • Social Science Research Institute Advisory Board, Member, January 1, 2006 - present
  • Cybele Raver Promotion & Tenure Committee, Public Policy, Member
  • Performing Arts Task Force, Chair, January 1, 2006 - March 1, 2006
  • Developmental/Education Search Committee, Chair
  • Social Psychology Training Committee, Member
  • Social Psychology Search Committee, Member
  • Developmental Training Committee, Member
  • Duke University Committee on Teacher Preparation, Chair
  • Vice Provost for Research Search Committee, Chair, 2002
  • Committee to Enhance the Postdoctoral Experience, Member, 2001
  • Byler Professorship Selection Committee, Member, 1998
  • Middlebush Professorship Selection Committee, Member, 1997
  • Teaching Evaluation Advisory Committee, Member, 1991

  Service to Profession

  • Steering Committee of the Campbell Collaboration, Member, 1998 - present
  • Campbell Collaboration Methods Working Group, Chair, 1998 - present
  • National Academy of Education/Social Science Research Council Joint Committee on Educational Research, Member
  • American Psychological Society (Fellow)
  • American Educational Research Association
    Division of Learning and Instruction; Division of Measurement and Research Methods; Division of Teaching and Teacher Education
  • American Association for the Advancement of Science
  • American Psychological Association
    Division of Educational Psychology (Fellow); Division of Evaluation, Measurement, and Statistics; Division of Experimental Psychology (Fellow); Division of Personality and Social Psycholgy
  • American Evaluation Association
  • Society for Research in Child Development
  • Society for the Advancement of Social Psychology
  • Society for Experiemental Social Psychology
  • AERA Committee on Freedom of Inquiry and Human Rights, Member, 1986 - 1989
  • AERA Research Review Award Committee, Chair and member, 1984 - 1986
  • AERA Motivation in Education Special Interest Group, Chair, 1984 - 1985
  • American Psychological Association, Journal Advisory Committee, Member, 2007 - present
  • American Psychological Association, Working Group on Journal Article Reorting Standards, Chair, 2007 - present
  • National Academy of Sciences, Standing Committee on Social Science, Member, 2007 - present
  • Steering Committee, Society for Research on Educational Effectiveness, Member, 2007 - present
  • American Educational Research Association, E.L. Thorndike Award, Member, 2007 - present
  • Appalachia Regional Educational Laboratory Governing Board, Member, 2007 - present
  • The National Partnership for Quality Afterschools Steering Committee, Member, 2004 - present
  • American Psychological Association Council of Editors, Chair, January 1, 2006 - April 1, 2007
  • Cochrane Collaboration Colloquium Scientific Program Committee, Member
  • American Psychological Association Journal Advisory Committee, Member, January 1, 2006 - November 1, 2006
  • Technical Advisory Group, ERIC Reference Database, Department of, Member, January 1, 2006 - February 28, 2006
  • The National Partnership for Quality Afterschools, Content Advisor
    The National Partnership for Quality Afterschools assists 21st Century (CCLC) grantees to build local capacity to provide rich academic content to enhance students’ learning.
  • Mott Foundation Committee on Afterschool Evaluation, Member
  • Mott Foundation Committee on Afterschool Academies, Member
  • UK Cochrane Center Advisory Board, Member
  • Technical Advisory Group, ERIC Reference Database, Department of, Member, January 1, 2005
    This group is assisting with the restructuring of the entire ERIC reference database, including what material will be included and what document records will contain and how they will be structured.

  Service to the Community

  • Guest Speaker for Community Groups
    Durham Council of Parent Teacher Associations, Chapel Hill Council of Parent Teacher Associations, Hope Valley Elementary School faculty summer retreat
  • Durham County and City Outcome Based School Readiness Committee, Member
  • Parent Workshop on Homework, Presenter, October 1, 2005

Lectures

  Invited addresses:

  • What is an effect size? Consumer education about statistical terms: Helping education audiences find meaning in research results., Annual Summit Office of English Language Acquisition, Washington, DC., October, 2007
  • Out of School Time Research: Looking Back, Looking Ahead., American Educational Research Association, San Francisco, CA., April 1, 2006
  • Improving afterschool programs by improving self-assessment., Annual meeting of the National Network of Statewide Afterschool Networks, Atlanta, Georgia., January, 2006
  • Serving two masters: Homework research as a case study in performing rigorous research synthesis that also meets the needs of practitioners and policy makers,, Mathematica Research, Washington DC, December, 2005
  • Serving two masters: Homework research as a case study in performing rigorous research synthesis that also meets the needs of practitioners and policy makers, Nordic Social Science Conference on the Effects of Public Policy Interventions. Copenhagen, Denmark, August, 2005
  • Introduction to Systematic Campbell Reviews., Nordic Social Science Conference on the Effects of Public Policy Interventions. Copenhagen, Denmark, August, 2005
  • Systematic reviews from an editors point of view, Nordic Social Science Conference on the Effects of Public Policy Interventions. Copenhagen, Denmark, August, 2005
  • Transmission channels: Originators and intermediaries, Knowledge Use in Education at the Social Science Research Council, New York, NY., June, 2005
  • Homework in the afterschool program, North Carolina Network of Statewide Afterschool, April, 2005
  • Summer learning loss and the effectiveness of summer, Center for Summer Learning, Baltimore, MD., April, 2005
  • The Campbell Collaboration systematic review, Campbell Collaboration Colloquium, Philadelphia, PA., February, 2005
  • Homework help: Effective practices in afterschool, National Network Statewide Afterschool Networks, Albuquerque, New Mexico, February, 2005
  • What Works Clearinghouse, Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C., April, 2003
  • Using Research Synthesis and Meta-Analysis to Inform Educational Policy and Practice, Workshop on Understanding and Promoting Knowledge Accumulation in Education: Tools and Strategies for Educational Research, National Research Council, Washington, D.C., July 2003
  • "Assessing the Design and Implementation of Research on Educational Interventions: The Approach of the "What Works Clearinghous", Show-Me Center's Resarchers' Workshop, Columbia, MO, May 2003
  • Introduction to the Campbell Collaboration:, Invited address at the annual meeting of the International Cochrane Collaboration, Barcelona, Spain., October 2003
  • "Making the most of summer school", Reading Is Fundamental Conference on Summer Learning Loss, Washington, DC, September 2002
  • The Campbell Collaboration Systematic Review, Annual Campbell Collaboration Colloquium, Philadelphia, PA, February 2002
  • Summer learning loss and the effectiveness of summer school, U.S. Senate Committee on Health, Education, Labor and Pensions, Washington, D.C., June, 2002
  • "Has anyone else had this idea" to "Yes Tom Brokaw, I am the author of that systematic review", Annual Campbell Collaboration Colloquium, Philadelphia, PA, February 2002
  • The Campbell Collaboration systematic review, Campbell Collaboration Colloquium, Philadelphia, PA, February, 2002
  • Issues in data sharing, annual meeting of the American Psychological Association, San Francisco, CA, August, 2001
  • The effects of summer vacation on achievement test scores, California State Institute for Educational Reform, Sacramento, CA, February 2001
  • Is the school calendar dated? Education, economics, and the politics of time, Summer Learning and the Achievement Gap: First National Research Conference, Johns Hopkins University, Baltimore, MD, July 2000
  • Strenghtening the role of research in policy decisions: The Campbell Collaboration and the promise of systematic reviews, Conference on Research in Public Universities, Merrill Advanced Studies Center, Lawrence, KS, June 2000
  • What we know about summer loss and summer school, Annual conference of the National Association for Year-Round Education, San Diego, CA, February 2000
  • Using research to answer student, parent, and teacher questions about homework, Annual Learning Disorders Conference, Harvard School of Education, Cambridge, MA, November 1999
  • What research says about homework, Annual meeting of the Missouri Parent Teacher Association, Columbia, MO, October 1999
  • Making the most of summer school: What research says about policy and practice, Annual meeting of the National School Board Association, San Francisco, CA, April 1999
  • What we know about summer loss and summer school, Annual conference of the Georgia Association for Year-Round Education, Atlanta, GA, March 1999
  • What we know about summer loss and summer school, Annual conference of the National Association for Year-Round Education, San Diego, CA, February 1999
  • What we know about summer loss and summer school, Chicago Teacher’s Union Quest Conference, Chicago, IL, May, 1998
  • What we know about summer loss and summer school, Annual meeting of the Northwest Association for Year-Round Education, Seattle, WA, March, 1998
  • What we know about summer loss and summer school, Annual meeting of the National Association for Year-Round Education, Houston, TX, February, 1998
  • What we know about summer learning loss, Annual meeting of the Arizona Association for Year-Round Education, Phoenix, AZ, November, 1997
  • What we know about summer learning loss, Annual meeting of the National Association for Year-Round Education, San Diego, CA., February, 1997
  • Educational research priorities for the next decade, Conference on Educational Reform and Transfromation. Department of Education, Boston, MA, September, 1996
  • Overview of research synthesis and meta-analytic procedures, Center for Research in Chronic Disorders, School of Nursing, University of Pittsburgh, March, 1996
  • The methodology of research synthesis, Office of Special Education Research Project Director's Conference, Washington, DC., July, 1995
  • What is research synthesis? A brief overview, National Conference on Research Synthesis: Social Science Informing Public Policy, Washington, DC, June, 1994
  • Homework, University of Minnesota, Minneapolis, MN, April, 1993
  • Integrating research and literature review, Institute for Health Care Delivery Research, Salt Lake City, UT, February, 1993
  • Meta-analysis: Its contribution to theory development, Nursing Research Conference, Columbia, MO, April, 1992
  • Meta-analysis and the integrative research review, School of Nursing, University of Alabama, Birmingham, June, 1991
  • The integrative research review, Issues in Nursing Research Conference, Park City, Utah., March, 1991
  • Meta-analysis and the integrative research review, Ohio State University, Columbus, Ohio, September, 1990
  • Meta-analysis and the integrative research review, Meeting of the Operations Research Society of America/Institute of Management Science, New York, New York, October, 1989
  • An introduction to meta-analysis and the integrative research review, 4th International Symposium on Social Prevention in Childhood and Adolescence, Bielefeld, West Germany, December, 1988
  • Homework: An integrative research review, Conference of National Science Foundation Secondary School Mathematics Projects, Washington, DC, June, 1987
  • Scientific guidelines of the integrative research review, Invited colloquium at the Center for Human Development and Education, Temple University., May, 1987
  • Homework: An integrative research review, Conference of National Science Foundation Elementary School Mathematics Projects, Fullerton, CA, November, 1986
  • Moving beyond meta-analysis, National Committee on Statistics Conference on the Future of Meta-Analysis, Hedgesville, W. VA, October, 1986
  • Chapter 1 programs reduce student-to-instructor ratios but do reduced ratios affect achievement?, Conference on Alternative Designs in Compensatory Education, Washington, DC, June, 1986
  • Moving beyond meta-analysis, Virginia Polytechnic Institute and State University, December, 1985
  • Teacher expectation effects: A review with implications for classroom instruction, Central Institute for Educational Research, Beijing, China, September, 1985
  • The literature review: Knowledge synthesis activities in education and psychology, Meeting of the American Educational Research Association, Chicago, IL, April, 1985
  • Scientific guidelines for conducting integrative research reviews, Midwestern Psychological Association, Chicago, IL, May, 1983
  • Communication of teacher expectancies to students, National invitational conference on Teacher and Student Perceptions of Success and Failure and Implications for Learning and Instruction, University of Pittsburgh, October, 1979
  Conference papers:
  • Parent Involvement in Homework: A Research Synthesis., American Education Research Association., April, 2007
  • Parent Involvement in Homework: A Research Synthesis., Society for Research in Child Development., March, 2007
  • Cardiac vagal tone: Mapping the physiological substrates of development in infancy and early childhood., Society for Research in Child Development, Boston, MA., March, 2007
  • The Role of Choice in Intrinsic Motivation, Task Performance, and Related Outcomes: A Research Synthesis., Society for Personality and Social Psychology., January, 2007
  • Homework and achievement: A synthesis of recent research, North Carolina Association for Research in Education, Chapel Hill, NC., April, 2005
  • The effectiveness of parent involvement in homework for student achievement, North Carolina Association for Research in Education, Chapel Hill, NC., April, 2005
  • The role of replication in qualitative research, Annual Meeting of the American Educational Research Association, San Diego, CA, April, 2004
  • The effects of modified school calendars on student achievement and student and community attitudes, Annual meeting of the National Association for Year-Round Education, San Diego, CA., February, 2004
  • Research standards of the What Works Clearinghouse, Annual meeting of the American Evaluation Association, Reno, Nevada, November, 2003
  • What Works Clearinghouse, Annual meeting of the American Educational Reserch Association, Washington, D.C., April, 2003
  • The role of the What Works Clearinghouse in creating an evidence-based education system, Annual meeting of the American Evaluation Association, Washington, D.C., November, 2002
  • An approach for assessing the design and implementation of studies of educational policies and practices, 1st meeting of the Campbell Collaboration Methods Groups, Baltimore, MD, September, 2002
  • Interventions to increase physical activity among aging adults: A meta-analysis, Society of Behavioral Medicine, Washington, D.C., April, 2002
  • Extended learning: School content through homework support, Conference on After School Settings: Learning with Excitement, Harvard Graduate School of Education, Boston, MA, March, 2002
  • Uses of meta-analysis in the public policy arena: The case of homework, Annual meeting of the American Educational Research Association, Seattle, WA, April, 2001
  • Homework in the Home: How student, family, and parenting style differences relate to the homework process, American Educational Research Association, Seattle, WA, 2001
  • What is a Campbell Collaboration Review Protocol?, 1st Annual meeting of the Campbell Collaboration, Philadelphia, PA, February, 2001
  • Explicit and implicit deception detection, Annual meeting of the Society for Experimental Social Psychology, St. Louis, MO, October, 1999
  • Effectiveness of mentoring programs for youth: A meta-analytic review, Symposium presented at the Seventh Biennial Conference on Community Research and Action, New Haven, CT, June, 1999
  • Relationships betwen five after-school activities and academic achievement, Annual meeting of the American Psychological Society, Denver, CO, June, 1999
  • The relationship between five after-school activities and academic achievement, Annual meeting of the Midwestern Psychological Association, Chicago, IL, May, 1999
  • Verbal, Behavioral, and Vocal-Paralinguistic cues to deception: A meta-analytic review, Meeting of the American Psychological Society meeting, Washington, DC, May, 1998
  • Student, family, and assignment characteristics of positive homework experiences, Meeting of the American Educational Research Association, San Diego, CA, April, 1998
  • Child factors related to maltreatment and child injury, Meeting of the American Association of Behavior Therapy, Miami FL, November, 1997
  • A meta-analysis of predictors of suicidal behavior in adolescents, Annual Kansas Conference on Child Clinical Psychology, Lawrence, Kansas, October, 1996
  • Individual differences and rape attitudes: A meta-analysis, Symposium conducted at the meeting of the American Psychological Association, Toronto, Canada, August, 1996
  • Psi Chi/Psi Beta roundtable discussion on chapter vitality, Midwestern Psychological Association, Chicago, IL, May, 1996
  • The effects of summer vacation on student achievement test scores: A meta-analytic review, Meeting of the American Educational Research Association, New York., April, 1996
  • Homework, Workshop presented to the principals of the Nashville School District, Nashville, TN., December, 1995
  • The methodology of research synthesis, Keynote address at the Office of Special Education Research Project Directors' Conference, Washington, DC, July, 1995
  • Homework research and policy: A review of the literature, Conference on Teacher Education: From Practice to Theory, Tel Aviv, Israel, 1993
  • Measuring religiousness without ideology: Two validation studies, Annual meeting of the American Psychological Society, Chicago, IL, 1993
  • Meta-analysis in the 1990s: The state of the science, Meeting of the American Association of the Advancement of Science, Boston, MA, 1993
  • Is religion the opiate of the people? Relating religiousness to subjective well-being, Annual meeting of the American Psychological Society, Chicago, IL, 1993
  • Student ratings of instruction: Meta-analysis of their dimensionality and construct validity, Meeting of the American Educational Research Association, Atlanta, GA, 1993
  • Correlates of psychological well-being, Meeting of the American Psychological Society, San Diego, CA, 1992
  • Validation of a measure of social activity, Joint meeting of the Society for Experimental Social Psychology and the European Association for Experimental Social Psychology, Louvain-la-Neuve, Belgium, 1992
  • Social interaction and psychology well-being, Meeting of the Midwestern Psychological Association, Chicago, IL, 1992
  • Classroom and situational influences on student motivational beliefs, Meeting of the American Educational Research Association, Chicago, IL, 1991
  • Classroom behavior and student motivation: Help seeking, questioning, grouping, Poster session at the meeting of the American Educational Research Association, Chicago, IL, 1991
  • Testing the null hypothesis in meta-analysis: Probability and effect size procedures give similar results, Meeting of the American Psychological Society, Dallas, TX., 1990
  • Meta-analysis of factor analysis: An illustration using the Buss-Durkee Hostility Inventory, Meeting of the Midwestern Psychological Association, Chicago, IL, 1990
  • Learning to teach, Meeting of the American Educational Research Association, San Francisco, CA., 1989
  • New techniques in meta-analysis, Meeting of the American Educational Research Association, San Francisco, CA., 1989
  • Meta-analysis and psychological gender differences, Symposium at the meeting of the American Psychological Association, New Orleans, LA., 1989
  • Using meta-analysis to test social psychological theory, Symposium at the meeting of the American Psychological Association, Atlanta, GA, 1988
  • Student motivation and learning: The role of attributional and mastery orientations, Meeting of the American Educational Research Association, Washing-ton, DC, 1987
  • Personality moderators of the experimenter expectancy effect: An integrative research review, Meeting of the Midwestern Psychological Association, Chicago, IL, 1987
  • Does study methodology affect research outcomes?, Symposium at the meeting of the American Educational Research Association, San Francisco, CA, 1986
  • Attribution processes and school learning, Meeting of the American Educational Research Association, San Francisco, CA., 1986
  • Do experimental subjects differ at different times of the semester?, Meeting of the American Psychological Association, Washington, DC, 1986
  • Influences on the outcome of literature searches for research reviews, Meeting of the American Psychological Association, Washington, DC, 1986
  • Students' motivation in diverse instructional settings, Meeting of the American Educational Research Association, New Orleans., 1984
  • Teacher expectation effects, Meeting of the Society for Experimental Social Psychology, Snowbird, Utah, 1984
  • Academic attributions for success and failure among Asian Americans, American Educational Research Association, New Orleans, 1984
  • Instruction-related personality measurement, Meeting of the American Psychological Association, Anaheim, 1983
  • Psychological factors in instruction, Meeting of the American Educational Research Association, Montreal, Canada, 1983
  • In L. Fyans (Chair), New perspectives on the measurement of motivation, Symposium at the meeting of the American Educational Research Association, Montreal, Canada, 1983
  • A historical overview of teacher expectation effects, Symposium presented at the meeting of the American Psychological Association, Anaheim, 1983
  • Six reviews of research on desegregation and black achievement: What they tell us about research synthesis., Symposium presented at the meeting of the American Educational Research Association, Montreal, Canada, 1983
  • Social class and race effects on achievement motivation, Meeting of the American Educational Research Association, Montreal, Canada, 1983
  • Teacher cognitive style, expectations and attributions for student performance, Symposium presented at the meeting of the American Psychological Association, Anaheim, 1983
  • Social class, race and teacher expectations, Midwestern Psychological Association, Chicago, IL, 1983
  • Student achievement level effects on teacher-student interaction, Meeting of the American Educational Research Association, New York., 1982
  • The literature review: Elevating its status to scientific inquiry, Meeting of the American Psychological Association, Washington, DC., 1982
  • The relation between locus of control and academic achievement, Motivation in Education Special Interest Group at the meeting of the American Educational Research Association, New York, 1982
  • The effects of class placement on the social adjustment of mentally retarded children., Meeting of the American Educational Research Association, New York., 1982
  • Attribution theory in a classroom context, Meeting of the American Educational Research Association, Los Angeles, 1981
  • Elevating the literature review to scientific inquiry, Symposium to the meeting of the American Educational Research Association, Los Angeles, 1981
  • Verbal behaviors as mediators of teacher expectation effects, Symposium presented to the meeting of the American Psychological Association, Montreal, Canada, 1980
  • A theoretical and methodological overview, Symposium presented at the meeting of the American Psychological Association, New York., 1979
  • Categorizing open-ended academic attributions: A replication of earlier findings, Meeting of the American Psychological Association, Toronto, Canada, 1978
  • A function and effect of criticism in the classroom, Meeting of the American Psychological Association, Washington, DC., 1976
  • Academic expectations, attributions of responsibility and feedback behavior of professional teachers, Symposium presented to the meeting of the Eastern Psychological Association, New York, 1976

Publications

   Peer-reviewed journal articles published

  1. H. Cooper & A. C. Koenka. "The overview of reviews: unique challenges and opportunities when research syntheses are the principal elements of new integrative scholarship.." American Psychologist 67 (2012): 446-462.
  2. H.M. Cooper & Patall, E.A.. "The relative benefits of meta-analysis using individual participant data and aggregate data." Psychological Method 14 (2009): 165-176.
  3. H. Cooper. "The search for meaningful ways to express the effects of interventions." Child Development Perspectives 2 (2008): 181-186.
  4. H. Cooper. "Evaluating and interpreting research syntheses in adult learning and literacy." Cambridge MA: National Center for the Study of Adult learning and Literacy (January, 2007).
  5. with Patall, E.A. & Robinson, J.C.. "The effects of choice on intrinsic motivation and related outcomes: A meta-Analysis of research findings." Psychological Bulletin (2007).
  6. H. Cooper, J. C. Robinson & E.A. Patall. "Does homeowrk improve academic achievement?: A synthesis of research, 1987-2004.." Review of Educational Research 76 (2006): 1-62.
  7. Reach, K., & Cooper, H.. "Homework hotlines: Recommendations for successful practice.." Theory into Practice 43 (2004): 234-241.
  8. Valentine, J.C., DuBois, D.L., & Cooper, H.. "The relations between self-beliefs and academic achievement: A systematic review." Educational Psychologist 39 (2004): 111-133.
  9. DePaulo, B.M., Lindsay, J.J., Malone, B.E., Muhlenbruck, L., Charlton, K. & Cooper, H.. ""Cues to deception"." Psychological Bulletin 129 (2003): 74-118.
  10. Conn, V.S., Valentine, J.C., Cooper, H.M., & Rantz, M.J.. ""Grey literature in meta-analyses"." Nursing Research 52 (2003): 256-261.
  11. Cooper. H., Valentine, J.C., Charlton, K. & Barnett, A.. "The effects of modified school calendars on student achievement and school community attitudes: A research synthesis." Review of Education Research 73 (2003): 1-52.
  12. Cooper, H.. "Editorial." Psychological Bulletin 129 (2003): 3-9.
  13. J.C. Valentine & H.M. Cooper. "The Department of Education's What Works Clearinghouse Study Design and Implementation Device: Version 1.0." (2003). (web site: http//www.w-w-c.org/standards.html)
  14. Chalmers, I., Hedges, L.V. & Cooper, H.. ""A brief history of research synthesis"." Evaluation and the Health Professions 25 (2002): 12-37.
  15. DuBois, D.L., Holloway, B.E., Valentine, J.C., & Cooper, H.. ""Effectiveness of mentoring programs for youth: A meta-analytic review"." American Journal of Commmunity Psychology 30 (2002): 157-197.
  16. Conn, V.S., Valentine, J.C. & Cooper, H.. ""Intervention to increase physical activity among aging adults: A meta-analysis"." Annals of Behavior Medicine 24 (2002): 190-200.
  17. Valentine, J.C., Cooper, H., Bettencourt, B.A., & DuBois, D.L.. ""Out of school activities and academic achievement: The mediating role of self-beliefs"." Education Psychologist 37 (2002): 245-256.
  18. H.M. Cooper, Jackson, K., Nye, B. & Lindsay, J.J.. ""A model of homework's influence on the performance evaluation of elementary school students"." Journal of Experimental Education 69 (2001): 181-202. (Reprinted in Gall, J.P., Gall, M.D., & Borg, W.R. (2005) Applying Educational Research: A Practical Guide (5th Edition) Boston: Allyn & Bacon Longman)
  19. H.M. Cooper. ""Homework for all - in moderation"." Educational Leadership 58 (2001): 34-38.
  20. H.M. Cooper & Valentine, J.C.. ""Using research to answer practical questions about homework"." Educational Psychologist 36 (2001): 143-154.
  21. Valentine, J.C., Blankenship, V., Cooper, H., & Sullins, E.S.. "Interpersonal expectancy effects and the preference for consistency.." Representative Research in Social Psychology 25 (2001): 26-33.
  22. H.M. Cooper, Lindsay, J.J. & Nye, B.. ""Homework in the home: How student, family and parenting style differences relate to the homework process"." Contemporary Educational Psychology 25 (2000): 464-487.
  23. Van Matre, J.C., Valentine, J.C., & Cooper, H.. ""The effects of students' after-school activities on teachers' academic expectations"." Contemporary Educational Psychology 25 (2000): 167-183.
  24. H.M. Cooper, Valentine, J.C., Nye, B. & Lindsay, J.J.. ""Relationships between five after-school activities and academic achievement"." Journal of Educational Psychology 91 (1999): 1-10.
  25. Mulhenbruck, L., Cooper, H., Nye, B., & Lindsay, J.J.. "Homework and achievement: Explaining the different relations at the elementary and secondary school levels.." Social Psychology of Education 4 (1999): 295-317.
  26. H.M. Cooper, J.J. Lindsay, B. Nye & S. Greathouse. "Relationships between attitudes about homework, the amount of homework assigned and completed, and student achievement." Journal of Educational Psychology 90 (1998): 70-83.
  27. N, Dorr, H.M. Cooper & L.S. Okamura. "Social psychology textbook citations: Changes across a decade.." Contemporary Social Psychology 18 (1998): 63-74.
  28. K.M. DeNeve & H.M. Cooper. "The happy personality: A meta-analysis of 143 personality traits and subjective well-being." Psychological Bulletin 124 (1998): 197-229.
  29. H.M. Cooper, K.M. DeNeve & K. Charlton. "Finding the missing science: The fate of studies submitted for review by a human subjects committee." Psychological Methods 2 (1997): 447-452.
  30. K. Anderson, H.M. Cooper & L. Okamura. "Individual differences and attitudes towards rape: A meta-analytic review." Personality and Social Psychology Bulletin 23 (1997): 295-315.
  31. B.M. DePaulo, K. Charlton, H.M. Cooper, J.J. Lindsay & L. Muhlenbruck. "The accuracy-confidence correlation in the detection of deception." Personality and Social Psychology Review 1 (1997): 346-357.
  32. H.M. Cooper. "Speaking power to truth: Reflections of an educational researcher after four years of school board service." Educational Researcher 25 (1996): 29-34.
  33. H.M. Cooper, B. Nye, K. Charlton, J. Lindsay & S. Greathouse. "The effects of summer vacation on student achievement test scores: A meta-analytic and narrative review." Review of Educational Research 66 (1996): 227-268.
  34. J.F. Thayer, N. Dorr, L.J.P. van Doornan, H.M. Cooper & J. Soolers et. al.. "Fitness and cardiovascular reactivity: A meta-analysis." Psychosomatic Medicine 57 (1995): 92.
  35. H.M. Cooper & N. Dorr. "Narrative versus meta-analytic reviews: A rejoinder to Graham's comment." Review of Educational Research 65 (1995): 515-517.
  36. H.M. Cooper, N. Dorr & B.A. Bettencourt. "Putting to rest some old notions about social science." American Psychologist 50 (1995): 11-112.
  37. H.M. Cooper & N. Dorr. "Race compari-sons on need for achievement: A meta-analytic alternative to Graham's narrative review.." Review of Educational Research 65 (1995): 483-508.
  38. H.M. Cooper, L. Okamura & P. O'Neil. "Situation and personality correlates of psychological well-being: Social activity and personal control.." Journal of Research in Personality 29 (1995): 395-417.
  39. H.M. Cooper & C.J. Moore. "Teenage motherhood, mother-only households, and teacher expectations." Journal of Experimental Education 63 (1995): 231-248.
  40. H.M. Cooper & B. Nye. "Homework for students with learning disabil-ities: The implica-tions of research for policy and practice.." Journal of Learning Disabilities 27.8 (1994): 470-479. (This paper was reprinted in W. D. Bursock (Ed.). (1995). Homework: Issues and practices for students with learning disabilities. Austin, TX: Pro-Ed.)
  41. H.M. Cooper. "Children and hospitalization: Putting the new reviews in methodological context." Journal of Development and Behavioral Pediatrics 14 (1993): 45-49.
  42. H.M. Cooper, K.M. DeNeve & F. Mosteller. "Predicting professional sports outcomes from inter-mediate game scores.." Chance: New Directions for Statistics and Computing 5.3-4 (1992): 18-22.
  43. H.M. Cooper, L. Okamura & U. Gurka. "Social activity and subjective well-being." Personality and Individual Differences 13 (1992): 573-583.
  44. L.V. Hedges, H.M. Cooper & B. Bushman. "Testing the null hypothesis in meta-anal-ysis: A comparison of combined probability and confidence interval procedures." Psychological Bulletin 111 (1992): 188-194.
  45. H.M. Cooper, A.H. Baumgardner & A. Strathman. "Do students with different characteristics take part in psychology experiments at different times of the semester?." Journal of Personality 59 (1991): 109-127.
  46. H.M. Cooper. "Homework." Feelings and their medical significance 33 (1991): 7-10.
  47. B.J. Bushman, H.M. Cooper & K.M. Lemke. "Meta analysis of factor analyses: An illustration using the Buss-Durkee Hostility In-ventory." Personality and Social Psychology Bulletin 17 (1991): 344-349.
  48. H.M. Cooper & K.M. Lemke. "On the role of meta-analysis in personality and social psychology." Personality and Social Psychology Bulletin 17 (1991): 245-251.
  49. P.J. Hazelrigg, H.M. Cooper & A. Strathman. "Personality moderators of interpersonal expectancy effects: A re-examination of five hypotheses." Personality and Social Psychology Bulletin 17 (1991): 569-579.
  50. B.J. Bushman & H.M. Cooper. "The effects of alcohol on human aggression: An integrative re-search review." Psychological Bulletin 107.3 (1990): 341-354.
  51. H.M. Cooper. "Does reducing student-to-instructor ratios affect achievement?." Educational Psychologist, 24 (1989): 79-98.
  52. H.M. Cooper & R.G. Ribble. "Influences on the outcomes of literature searches for integrative research reviews." Knowledge: Creation, Diffusion, Utilization 107 (1989): 179-201.
  53. E. Veemer, M. Coleman, L.H. Ganong & H.M. Cooper. "Marital satisfaction in remarriage: A meta-analysis." Journal of Marriage and the Family 51 (1989): 713-725.
  54. H.M. Cooper. "Synthesis of research on homework." Educational Leadership 47.3 (1989): 85-91.
  55. H.M. Cooper. "Organizing knowledge syntheses: A taxonomy of literature reviews." Knowledge in Society 1.1 (1988): 104-126.
  56. H.M. Cooper & P. Hazelrigg. "Personality moderators of interpersonal expectancy effects: An integrative research review.." Journal of Personality and Social Psychology 55 (1988): 937-949.
  57. M.D. Hazelrigg, H.M. Cooper & C.M. Borduin. "Evaluating the effectiveness of family therapies: An integrative review and analysis.." Psychological Bulletin 101 (1987): 428-442.
  58. H.M. Cooper. "The proof is in the putting: A defense of methodology as the depositoy of social facts." Contemporary Social Psychology 12.2 (1987): 72.
  59. H.M. Cooper. "Literature searching strategies of integrative research reviewers." Knowledge: Creation, Diffusion, Utilization 8 (1986): 372-383. (A summary of this article appeared in American Psychologist, 1985, 40, 1267-1269)
  60. D. Tom & H.M. Cooper. "The effects of student background on teacher performance attributions: Evidence for counter-defensive patterns and low expectancy cycles." Basic and Applied Social Psychology 7 (1986): 53-62.
  61. H.M. Cooper. "The effect of familiarity, gender, and institutional prestige on evaluations of convention program proposals." Journal of Research and Development in Education 18 (1985): 25-28.
  62. R. Ridley-Johnson, J. Chance & H.M. Cooper. "Correlates of children's television viewing: Expectancy, age, and sex.." Journal of Applied Developmental Psychology 5 (1984): 225-235.
  63. W.L. Moore & H.M. Cooper. "Correlations between teacher and student backgrounds and teacher perceptions of discipline problems and techniques.." Psychology in the Schools 21 (1984): 386-392. (Also published with same title in Discipline, 5(1), 1-7)
  64. H.M. Cooper. "Methodology as the depository of social facts." Contemporary Social Psychology 10 (1984): 63-64.
  65. H.M. Cooper & D. Tom. "Teacher expectation research: A review with implications for classroom instruction.." Elementary School Journal 85 (1984): 77-89.
  66. K. Ottenbacher & H.M. Cooper. "The effect of class placement on the social adjustment of mentally retarded children." Journal of Research and Development in Education 17.2 (1984): 1-14.
  67. D. Tom, H.M. Cooper & M. McGraw. "The influence of student background and teacher authoritarianism on teacher expectations.." Journal of Educational Psychology 76 (1984): 259-265.
  68. R. Ridley-Johnson, H.M. Cooper & J. Chance. "Children's television viewing and school achievement and I.Q.." Journal of Educational Research 76 (1983): 294-297.
  69. K. Ottenbacher & H.M. Cooper. "Drug treatments of hyperactivity in children." Developmental Medicine and Child Neurology 25 (1983): 353-357.
  70. H.M. Cooper. "Statistical synthesis of research literatures." Contemporary Psychology 37 (1983): 835-836.
  71. J.H. Yu & H.M. Cooper. "The effects of research design and incentives upon response rates to questionnaires." Journal of Marketing Research 20 (1983): 36-44.
  72. M. Findley & H.M. Cooper. "The relation between locus of control and achievement." Journal of Personality and Social Psychology 44 (1983): 419-427.
  73. H.M. Cooper & M. Findley. "Expected effect sizes: Estimates for statistical power analysis in social psychology." Personality and Social Psychology Bulletin 8 (1982): 168-173.
  74. H.M. Cooper. "Scientific guidelines for conducting integrative research reviews." Review of Educational Research 52 (1982): 291-302. (This article was reprinted in R. J. Light (Ed.). (1983). Evaluation studies review annual 8, Beverly Hills: Sage.))
  75. J,M, Burger, H.M. Cooper & T.L. Good. "Teacher attributions of student performance: Effects of outcome." Personality and Social Psychology Bulletin 8 (1982): 685-690.
  76. H.M. Cooper, M. Findley & T. Good. "The relations between student achievement and various indices of teacher expectations." Journal of Educational Psychology 74 (1982): 577-579.
  77. M. Findley & H.M. Cooper. "A comparison of introductory social psychology textbook citations in five research areas." Personality and Social Psychology Bulletin 7 (1981): 173-176.
  78. H.M. Cooper, J.M. Burger & T.L. Good. "Gender differences in academic locus of control beliefs of young children.." Journal of Personality and Social Psychology 40 (1981): 562-572. (Summarized as:Cooper, H. M., Burger, J. M. & Good, T. L. (1980). Gender differences in learning control beliefs of young children. Evaluation in Education, 4, 73-75)
  79. H.M. Cooper & R.M. Arkin. "On quantitative reviewing." Journal of Personality 49 (1981): 225-230. (This article was reprinted in R. J. Light (Ed.). (1983). Evaluation studies review annual 8, Beverly Hills: Sage)
  80. H.M. Cooper. "On the significance of effects and the effects of significance." Journal of Personality and Social Psychology 41 (1981): 1013-1018.
  81. R.M. Arkin, H.M. Cooper & T. Kolditz. "A statistical review of literature concerning the self-serving bias in interpersonal influence situations." Journal of Personality 48 (1980): 435-448.
  82. T.L. Good, H.M. Cooper & S.L. Blakey. "Classroom interaction as a function of teacher expectations, student sex, and time of year.." Journal of Educational Psychology 72.3 (1980): 378-386.
  83. H.M. Cooper & J.M. Burger. "How Teachers explain students' academic performance: A categorization of free response academic attributions." American Educational Research Journal 17 (1980): 95-109.
  84. H.M. Cooper & R. Rosenthal. "Statistical versus traditional procedures for summarizing research findings.." Psychological Bulletin 87 (1980): 442-449. (A summary of this article, entitled "A comparison of statistical and traditional procedures for summarizing research," appeared in Evaluations in Education: International Progress, 1980, 4(1), 33-36.) (This article was reprinted in R. J. Light (Ed.). (1983). Evaluation studies review annual 8, Beverly Hills: Sage)
  85. H.M. Cooper, G.M. Hinkel & T.L. Good. "Teachers' beliefs about interaction control and their observed behavioral correlates." Journal of Educational Psychology 72.3 (1980): 345-354.
  86. J.M. Burger & H.M. Cooper. "The desirability of control." Motivation and Emotion 3 (1980): 381-393.
  87. H.M. Cooper. "A systematic replication of the Weiner model for predicting evaluative feedback." Replications in Social Psychology 1.1 (1979): 55-58.
  88. H.M. Cooper & R.M. Baron. "Academic expectations, attributed responsibility and teacher reinforcement behavior: A suggested integration of conflicting literatures." Journal of Educational Psychology 71.2 (1979): 274-277.
  89. H.M. Cooper, J.M. Burger & G.E. Seymour. "Classroom context and student ability as influences on teacher perceptions of classroom control." American Educational Research Journal 16.2 (1979): 189-196.
  90. H.M. Cooper. "Pygmalion grows up: A model for teacher expectation communication and performance influence." Review of Educational Research 49.3 (1979): 389-410.
  91. H.M. Cooper. "Some effects of preperformance information on academic expectations." Journal of Educational Psychology 71.3 (1979): 375-380.
  92. H.M. Cooper. "Statistically combining independent studies: A meta-analysis of sex differences in conformity research." Journal of Personality and Social Psychology 37 (1979): 131-146.
  93. H.M. Cooper & R.M. Baron. "Academic expectations and perceived personal responsibility as predictors of professional teachers' reinforcement behavior." Journal of Educational Psychology 69.4 (1977): 409-418.
  94. H.M. Cooper. "Controlling personal rewards: Professional teachers' differential use of feedback and the effects of feedback on students' motivation to perform." Journal of Educational Psychology 69.4 (1977): 419-427.
  95. H.M. Cooper & C.A. Lowe. "Task information and attributions for academic performance by professional teachers and role players." Journal of Personality 45 (1977): 469-483.
  96. H.M. Cooper, C.A. Lowe & R.M. Baron. "Pattern of past performance and expected future performance: A reversal of the unexpected primacy effect." Journal of Applied Social Psychology 6.1 (1976): 31-39.
  97. H.M. Cooper, R,M, Baron & C.A. Lowe. "The importance of race and social class information in the formation of expectancies about academic performance." Journal of Educational Psychology 67.2 (1975): 312-319.

   Non-peer reviewed articles & scholarly writing

  1. with Journal Article Reporting Standards Working Group. "Reporting Standards for Research in Psychology: Why Do We Need Them? What Might They Be?." Report to the American Psychological Asociation Publicatgions & Communications Board. (2007).

   Books

  1. H. Cooper. Handbook of Research Methods in Psychology. American Psychological Association, 2012.
  2. H.M. Cooper. Research Synthesis & Meta-Analysis: A Step-by-Step Approach. Sage, 2010.
  3. Cooper, H., Hedges, L.V. & Valentine, J.C. (Eds.). The Handbook of Research Synthesis and Meta-Analysis. 2nd Edition New York: Russell Sage Foundation, 2009.
  4. H.M. Cooper. The Battle over Homework: Common Ground for Administrators, Teachers, and Parents. 3rd Thousand Oaks, CA: Corwin Press, 2007.
  5. H.M. Cooper, Charlton, K., Valentine, J. & Muhlenbruck, L.. Making the Most of Summer School. Monographs Series of the Society for Research in Child Development Blackwell, 2000.
  6. T. Cook, H.M. Cooper, D. Corday, H. Hartmann, L. V. Hedges, R. Light, T. Louis, & F. Mosteller. Meta-analysis for explanation: A casebook. New York: Russell Sage Foundation, 1992.
  7. H.M. Cooper. Homework. New York: Longman, 1989.
  8. H.M. Cooper & T.L. Good. Pygmalion grows up: Studies in the expectation communication process. New York: Longman, 1983.

   Book chapters

  1. with Patall, E. A., & Lindsay, J. J.. "Research Synthesis and Meta-Analysis." Applied Social Research Methods Handbook. Ed. L. Bickman and D. Rog. Sage, 2009
  2. H.M. Cooper. "Homework." Chicago Companion to the Child. Ed. T. Bidell. University of Chicago Press, 2009
  3. with Wynn, S.. "Bob Dylan." Encyclopedia of Activism and Social Justice. Ed. G.L. Anderson & K. Herr. Sage, 2007. 489-492.
  4. with Borman, G. & Fairchild, R.. "School Calendars and Academic Achievement." Handbook of Research on Schools, Schooling, and Human Development. Ed. J. Meese & J. Eccles. Lawrence Erlbaum, Accepted for publication
  5. with Patall, E.A.. "Conducting a meta-analysis.." In P. Alasuutari, L. Bickman, & J. Brannen (Eds.), The Handbook of Social Research. Sage, in press
  6. with Patall, E.A.. "Meta-Analysis.." In E. Anderman (Ed.). Psychology of Classroom Learning: An Encyclopedia. MacMillan, In press
  7. with Patall, E.A.. "Homework.." In S. Mathison & E.W. Ross (Eds.). Battleground Schools, 319-326. Greenwood Press, In press
  8. H.M. Cooper. "Evaluating and interpreting research syntheses in adult learning and literacy."  Cambridge MA: National Center for the Study of Adult learning and Literacy, 2006.
  9. H.M. Cooper. "(a) None of the below: Psychological testing in The Simpsons." D’Oh: The Psychology of the Simpsons. Ed. Alan Brown. Smart PopsBenbella Books, 2006. 229-240.
  10. Cooper, H.. "Research questions and research designs." Handbook of Research in Educational Psychology. Ed. P.A. Alexander, P.H. Winne & G Phye. 2ndMahwah, NJ: Erlbaum & Associates, 2006
  11. H.M. Cooper. "Meta-analysis." The Encyclopedia of Research Methods for the Social Sciences. Ed. M. Lewis-Beck. Thousand Oaks, CA: Sage, 2004
  12. H.M. Cooper & Reach, K.. "What is a meta-analysis and how do we know we can trust it?." The Voice of Evidence: Bringing Research to Classroom Educators. Ed. P. McCardle & V. Chlabra. Brookes Publishing, 2004.
  13. H.M. Cooper. "Is the school calendar dated?: Education, economics, and the politics of time." Summer Learning and the Achievement Gap. Ed. G. Borman. Orinda, CA: Erlbaum, 2004
  14. Cooper, H., & Reach, K.. "What is a meta-analysis and how do we know we can trust it?." The Voice of Evidence: Bringing Research to Classroom Educators. Ed. P. McCardle, P. & V. Chhabra. Baltimore, MD: Brookes Publishing., 2004
  15. Cooper, H.. "Is the school calendar dated?: Education, economics, and the politics of time.." Summer Learning: Research, Policies, and Programs.. Ed. G. Borman & M. Boulay. Mahwah, NJ: Erlbaum., 2003.  (in press)
  16. Valentine, J.C. & Cooper, H.. ""Systematic research synthesis on motivation"." Advances in motivation and achievement. Ed. M. Maehr & P. Pintrich. 12Hillsdale, NJ: Erlbaum, 2002.
  17. H.M. Cooper. ""Homework"." The Encyclopedia of Eduction. Ed. J.W. Guthrie. 2ndNew York: NY: Macmillan, 2002
  18. H.M. Cooper, Valentine, J.C. & Charlton, K.. ""The methodology of meta-analysis"." Contemporary Special Education Research. Ed. R. Gersten, E. Schiller, & S. Vaughn. Mahwah, NJ: Erlbaum, 2000.
  19. H.M. Cooper. "Some finer points in conducting a meta-analysis." How science takes stock: The story of meta-analysis. Ed. M. Hunt. New York: Russell Sage Foundation, 1997
  20. H.M. Cooper & J.V. Lindsay. "Research synthesis and meta-analysis." The Handbook of Applied Social Research Methods. Ed. L. Brickman & D. Rog. Newbury Park: Sage, 1997.
  21. H.M. Cooper & N. Dorr. "Conducting a meta-analysis." Psychology research handbook: A primer for graduate students and research assistants. Ed. F.T.L. Leong & J.T. Austin. Newbury Park: Sage, 1996
  22. H.M. Cooper. "In search of a social fact: A commentary of the study of interpersonal expectation effects.." Interpersonal expectations: Theory, research and application. Ed. P. D. Blanck. Cambridge, England: Cambridge University Press., 1993
  23. H.M. Cooper. "An introduction to meta-analysis and the integrative research re-view." Social prevention: Theoretical controversies and strategies of evaluation. Ed. G. Albrecht & H.U. Otto. Berlin, W. Germany: DeGruyter, 1991
  24. H.M. Cooper. "Moving beyond meta-analysis." The future of meta-analysis. Ed. K.W. Wachter & M.L. Straf. New York: Russell Sage, 1990
  25. H.M. Cooper. "Meta-analysis and the integrative research review." Research methods in personality and social psychology. Ed. C. Hendrick & M. Clark. Newbury Park, CA: Sage, 1990
  26. H.M. Cooper. "On the social psychology of using research reviews: The case of desegregation and black achievement.." The social psychology of education. Ed. R. Feldman. Cambridge, England: Cambridge University Press, 1986  (An abridged version of this paper also ap-peared in K. W. Wachter and M. L. Straf (Eds.), The future of meta- analysis. New York: Russell Sage)
  27. H.M. Cooper. "Models of teacher expectancy effects." Teacher expectancies. Ed. J.B. Dusek. Hillsdale, N. J.: Erlbaum, 1985
  28. R.M. Baron, D. Tom & H.M. Cooper. "Social class, race and teacher expectancies." Teacher expectancies. Ed. J.B. Dusek. Hillsdale, N. J.: Erlbaum, 1985
  29. H.M. Cooper & D. Tom. "Socioeconomic status and ethnic group differences in achievement motivation." Student motivation: Volume I. Ed. C. Ames & R. Ames. New York: Academic Press, 1984
  30. H.M. Cooper. "Communication of teacher expectations to students." Teacher and student perceptions: Implications for learning. Ed. J.M. Levine & M.C. Wang. Hillsdale, N. J.: Erlbaum, 1983
  31. H.M. Cooper. "Teacher expectation effects." Applied social psychology Annual 4. Ed. L. Brickman. San Francisco: Sage, 1983

   Peer-reviewed journal articles in preparation

  1. H. Cooper. "I have 1 book revision, 3 peer-review journal articles and 2 book chapters in press.." (2009).

   Peer-reviewed journal articles under review

  1. E.A. Patell, H. Cooper & J. C. Robinson. "Parent involvement in homework: A synthesis of research, 1987-2004." Review of Educational Research (under review).
  2. Robinson, J.C., Hoyle, R.H., Cooper, H. & Smith, R.H.. "Self-Evaluative Consequences of Social Comparisons of Physical Attractiveness: A Meta-Analytic Review." Journal of Social & Clinical Psychology (under eview).

   Articles in Journals

  1. H. Cooper. "Evaluating and interpreting research syntheses in adult learning and literacy." National Center for the Study of Adult Learning and Literacy (2007).

Last modified: 2014/02/17

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