SCHOLARSHIP
Refereed Publications
Werblow, J. Urick, A., & Duesbery, L. (accepted with revisions). On the wrong track: How tracking is associated with becoming a high school dropout. Equity and Excellence in Education.
Duesbery, L., Braun-Monegan, J., Braun, D., & Werblow, J. (in press). Practical Issues in Field
Based Testing of Oral Reading Fluency at Upper Elementary Grades. Studies in Educational Evaluation.
Robinson, L. & Werblow, J. (2011). How Black mothers influence the educational success of their sons: A case study of mothers of successful 11th-grade males in failing schools. American Secondary Education, 40, 52-66.
Duesbery, L., Werblow, J., & Yovanoff, P. (2011). Graphical literacy mediates the interaction of decorative dimensionality and cognitive demand in graph comprehension. Journal of Educational Computing Research, 45, 75-93.
Werblow, J., & Duesbery, L. (Feb/March, 2009). The impact of high school size on student outcomes. The High School Journal, 92, 14-23.
Journal Manuscripts Currently In Review
Non-Refereed Publications
Duesbery, L. Werblow, J. & Tyman, T. (December, 2011). The Effect of Seeds of Science/Roots of Reading Curriculum for Developing Literacy Through Science in Fifth Grade. University of California at Berkley. Available at: http://www.scienceandliteracy.org
Werblow, J. (August 15, 2011). New Britain Delinquency Prevention Plan. Published at the request of the City of New Britain and the Consolidated School District of New Britain.
Werblow, J., & Duesbery, L. (2009). The impact of high school size on student outcomes. Leadership Information, 8(3), 17-25.
Duesbery, L. & Werblow, J. (Nov/Dec, 2008). How to retain special education teachers. Principal.
