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Harris Cooper, Ph.D. 1Curriculum Vita ofHarris Cooper, Ph.D.Office MailDepartment of Psychology & NeuroscienceBox 90086Duke UniversityDurham, North Carolina 27708-0086Phone: 919-660-5664 Fax: 919-660-5726E-mail address: [email protected] Fearrington PostPittsboro, North Carolina 27312Phone: 919-533-6109Job History20152009 19851977-19801976-1977Hugo L. Blomquist Distinguished ProfessorChair, Department of Psychology & Neuroscience, Duke UniversityProfessor of Psychology & Neuroscience, Duke UniversityDirector, Program in Education, Duke UniversityProfessor of Psychological Sciences, University of Missouri-ColumbiaChair, Department of Psychological Sciences, Missouri-ColumbiaFrederick Middlebush Professor of Psychology, Missouri-ColumbiaAssociate Professor of Psychology and Research AssociateCenter for Research in Social Behavior, University of Missouri-ColumbiaAssistant Professor of Psychology and Research AssociateCenter for Research in Social Behavior, University of Missouri-ColumbiaInstructor of Psychology, Colgate UniversityVisiting Positions1991-9219881983-19841975-1976Visiting Scholar, Russell Sage FoundationNew York, New York (summers)Visiting Professor, School of EducationUniversity of OregonVisiting Scholar, School of EducationStanford UniversityPost-Doctoral Fellow, Department of PsychologyHarvard . University of ConnecticutSocial PsychologyM.A. University of ConnecticutPsychologyB.A. SUNY at Stony BrookPsychology and Sociology (with honors)
Harris Cooper, Ph.D. 2Awards200820072007199719921984Ingram Olkin Award for Distinguished Lifetime Contribution toResearch SynthesisSociety for Research Synthesis MethodologyFrederick Mosteller Award for Contributions to Research SynthesisMethodologyInternational Campbell CollaborationOutstanding Review of ResearchAmerican Educational Research AssociationInterpretive Scholarship AwardAmerican Educational Research AssociationGold Chalk AwardExcellence in Graduate EducationUniversity of Missouri-ColumbiaRaymond B. Cattell Early Career Award for Programmatic ResearchAmerican Educational Research AssociationEditorshipsArchives of Scientific Psychology, Co-Editor (2012-2015)Psychological Bulletin, Editor (2003-June 2009); Advising Editor (1996-2001)Research Synthesis Methodology, Associate Editor (2008- )Journal of Research on Educational Effectiveness, Associate Editor (2008-2011)Theory into Practice, Special Issue Editor (2004)Educational Psychologist, Special Issue Editor (2001)Personality and Social Psychology Bulletin, Special Issue Editor (1991)Journal of Experimental Education, Advising Editor (1987-2001)Social Psychology of Education, Associate Editor (1995-2000)Elementary School Journal, Consulting Editor (1987-1996)Personality and Social Psychology Bulletin, Consulting Editor (1987-1991)Journal of Educational Psychology, Advising Editor (1980-1989)American Educational Research Journal, Advising Editor (1983-1986)
Harris Cooper, Ph.D. 3External Research Grants2016-20172013-2016 Principal Investigator2010-2012 Principal Investigator2008-2009 Principal Investigator2006-2008 Principal Investigator2005-2006 Principal Investigator2001-2006 Principal Investigator2002-2005 Principal Investigator1997-2000 Principal Investigator1996Principal Investigator1990-1993 Co-Principal Investigator1986-1987 Principal Investigator1982-1985 Principal Investigator1978-1982 Principal Investigator1975-1976 RecipientRussell Sage FoundationHandbook of Research Synthesis, 3rd EditionWT Grant Foundation“The Determinants and Impact of AcademicGrades”Smith Richardson Foundation“Academic Tutoring: Which Types WorksBest for Whom?”Smith Richardson Foundation“Does Extending the School Day or SchoolYear Improve Academic Achievement?”Russell Sage FoundationHandbook of Research Synthesis, 2nd EditionSpencer Foundation“After School Programs: A Synthesis ofSyntheses"Smith Richardson Foundation andWilliam & Flora Hewlett Foundation“The Center for Research Synthesis Methods”U.S. Department of Education"Homework: A Research Synthesis withImplications for Policy and Practice"U.S. Department of Education"The Effects of School Calendar Variations onStudents, Families and Communities" 1994U.S. Department of Education"An Investigation of the Homework Process"Russell Sage Foundation"The Handbook of Research Synthesis"National Science Foundation, Science andEngineering Education"The Effects of Homework on Science andMathematics Achievement and Attitudes"National Institute of Education"A Systematic Examination of the LiteratureReview and Knowledge Synthesis Activities"National Science Foundation, Social andDevelopmental Psychology"Communicating Expectations: A Theory andIntervention"ADAMHA National Research Service Award"Intervening in Expectation Communication"
Harris Cooper, Ph.D. 4BooksCooper, H. (2017). Research Synthesis and Meta-Analysis: A Step-by-Step Approach (4th Ed.).Thousand Oaks, CA: Sage.Cooper, H. (2016). Ethical Choices in Research: Managing data, writing reports, and publishingresults, in the social sciences. Washington, DC: American Psychological Association.Cooper, H. (Editor-in-Chief), Camic, P., Long, D., Panter, A., Rindskopf, D. & Sher, K. (AssociateEditors). (2012). Handbook of Research Methods in Psychology. Washington, DC: AmericanPsychological Association.Cooper, H. (2011). Reporting Research in Psychology: How to Meet the New Standards for JournalArticles. Washington, DC: American Psychological Association.Cooper, H., Hedges, L. V. & Valentine, J.C. (Eds.) (2009). The Handbook of Research Synthesis andMeta-Analysis. (2nd Ed.). New York: Russell Sage Foundation.Cooper, H. (2007). The Battle over Homework: Common Ground for Administrators, Teachers,and Parents (3rd Ed.). Thousand Oaks, CA: Corwin Press.Cooper, H., Charlton, K., Valentine, J. & Muhlenbruck, L. (2000). Making the Most of SummerSchool. Monographs Series of the Society for Research in Child Development. Malden, MA:Blackwell.Cooper, H. (1989). Homework. New York: Longman.Cooper, H. & Good, T. L. (1983). Pygmalion Grows Up: Studies in the Expectation CommunicationProcess. New York: Longman.Cook, T., Cooper, H., Cordray, D., Hartmann, H., Hedges, L., Light, R., Louis, T. & Mosteller, F.(1992). Meta-Analysis for Explanation: A Casebook. New York: Russell Sage Foundation.Meltzoff, J. & Cooper, H. (anticipated 2018) Critical Thinking About Research: Psychology andRelated Disciplines (2nd Ed.). Washington DC: American Psychological Association.Journal Articles and Book ChaptersResearch Syntheses and Synthesis MethodsAppelbaum, M., Cooper, H., Kline, R.B., Nezu, A.M., Rao, S.M. & Mayo-Wilson, E. (anticipated, 2018).Journal Article Reporting Standards for Quantitative Research in Psychology. American Psychologist.Sanchez, C.E., Atkinson, K.A., Koenka, A.C., Monshontz, H. & Cooper, H. (2017). Self and peer-grading inkindergarten through 12th grade classrooms: A meta-analysis. Educational ooper, H. (2015). “Opinions differ significantly”: Early experiences with meta-analysis and the people whomade it possible. Research Synthesis Methods, 6, 272-276Atkinson, K.M., Koenka, A.C., Sanchez, C. E., Moshontz, H. & Cooper, H. (2015). Reporting standards forliterature searches and report inclusion criteria: making research syntheses more transparent and easy toreplicate. Research Synthesis Methods, 6, 87-95Steenbergen-Wu, S. & Cooper, H. (2014). A meta-analysis of the effectiveness of intelligent tutoring systemson college students’ academic learning. Journal of Educational Psychology, 106, 331-347.
Harris Cooper, Ph.D. 5Research Syntheses and Synthesis Methods (Continued)Steenbergen-Wu, S. & Cooper, H. (2013). A meta-analysis of the effectiveness of intelligent tutoring systemson K-12 students’ mathematical learning. Journal of Educational Psychology, 105, 970-987.Cooper, H. & Koenka, A. C. (2012). The overview of reviews: Unique challenges and opportunities whenresearch syntheses are the principal elements of new integrative scholarship. American Psychologist, 67, 446462.Cooper, H. & Dent, A.L. (2011). Ethical issues in conducting meta-analysis. In A.T. Panter & S.K. Sterba(eds.). Handbook of Ethics in Quantitative Methodology. New York: Routledge.Patall, E.A., Cooper, H. & Allen, A.B. (2010). Extending the school day or school year: A systematic review ofresearch (1985-2009). Review of Educational Research, 80,401-436.Valentine, J.C., Cooper, H., Patall, E.A., Tyson, D. & Robinson, J.C. (2010). A method for evaluating researchsyntheses: The quality, conclusions, and consensus of twelve syntheses of the effects of after school programs.Research Synthesis Methods 1, 20-38.Cooper, H., Allen, A.B., Patall, E.A. & Dent, A.L. (2010). Effects of full-day kindergarten on achievement andsocial development. Review of Educational Research, 80, 34-70.Smith, P. J., Blumenthal, J. A., Hoffman, B. M., Cooper, H., Strauman, T. J., Welsh-Bohmer, K., Browndyke, J.N. & Sherwood, A. (2010). Aerobic exercise and neurocognitive performance: A meta-analytic review ofrandomized clinical trials. Psychosomatic Medicine, 72, 239-252.Cooper, H. & Patall, E.A. (2009). The relative benefits of meta-analysis using individual participant data andaggregate data. Psychological Method, 14, 165-176.Valentine, J. C. & Cooper, H. (2009). Research synthesis and meta-analysis. In M. C. Smith (Ed.), Handbookon Research in Adult Development and Learning. New York: Routledge.Cooper, H. M., Patall, E. A., & Lindsay, J. J. (2009). Research synthesis and meta-analysis. In L. Bickman andD. Rog (Eds.), Applied Social Research Methods Handbook. Thousand Oaks, CA: Sage.Cooper, H. (2008). The search for meaningful ways to express the effects of interventions. Child DevelopmentPerspectives, 2, 181-186.Patall, E. A. & Cooper, H. (2008). Meta-analysis. In E. Anderman (Ed.). Psychology of Classroom Learning:An Encyclopedia. Detroit MI: Macmillan.Patall, E.A., Cooper, H. & Robinson, J.C. (2008). The effects of choice on intrinsic motivation and relatedoutcomes: A meta-analysis of research findings. Psychological Bulletin, 134, 270-300.Patall, E. A. & Cooper, H. (2008). Conducting a meta-analysis. In P. Alasuutari, L. Bickman, & J. Brannen(Eds.), The Sage Handbook of Social Research Methods. London, England: Sage.Patall, E.A., Cooper, H. & Robinson, J.C. (2008). Parent involvement in homework: A research synthesis.Review of Educational Research, 78, 1039-1101.Cooper, H. (2007). Evaluating and interpreting research syntheses in adult learning and literacy. CambridgeMA: National Center for the Study of Adult learning and Literacy.Cooper, H., Robinson, J.C. & Patall, E.A. (2006). Does homework improve academic achievement?: Asynthesis of research, 1987-2003. Review of Educational Research, 76 1-62.Cooper, H., Robinson-Civey, J. & Dorr, N. (2005). Conducting a meta-analysis. In F.T.L. Leong & J.T. Austin(Eds.). Psychology research handbook: A primer for graduate students and research assistants (2 nd Ed.).Newbury Park: Sage.
Harris Cooper, Ph.D. 6Research Syntheses and Synthesis Methods (Continued)Cooper, H. (2004). Meta-analysis. In M. Lewis-Beck, A. Bryman & T.F. Liao (Eds.). The Encyclopedia ofResearch Methods for the Social Sciences (Vol. 2). Thousand Oaks, CA: Sage. Pp. 635-639.Cooper, H. & Reach, K. (2004). What is a meta-analysis and how do we know we can trust it? In P. McCardle,P. & V. Chhabra. The Voice of Evidence in Reading Research: Bringing Research to Classroom Educators.Baltimore, MD: Brookes Publishing.Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relations between self-beliefs and academicachievement: A systematic review. Educational Psychologist, 39, 111-133.Conn, V., Valentine, J., Cooper, H., & Rantz, M. (2003). Grey literature in meta-analyses. Nursing Research,52, 256-261.DePaulo, B.M., Lindsay, J.J., Malone, B.E., Muhlenbruck, L., Charlton, K. & Cooper, H. (2003). Cues todeception. Psychological Bulletin, 129, 74-118.Chalmers, I., Hedges, L.V. & Cooper, H. (2002). A brief history of research synthesis. Evaluation and theHealth Professions, 25, 12-37.Translated and published as: Chalmers, I., Hedges, L.V. & Cooper, H. (2012). Une brève histoire dessynthèses de la recherché. In A. Fagot-Largeault (Ed.), L’emergence de la medecine scientific. Paris:Editions Materiologique.Conn, V.S., Valentine, J.C. & Cooper, H. (2002). Interventions to increase physical activity among agingadults: A meta-analysis. Annals of Behavior Medicine, 24, 190-200.DuBois, D.L., Holloway, B.E., Valentine, J.C. & Cooper, H. (2002). Effectiveness of mentoring programsfor youth: A meta-analytic review. American Journal of Community Psychology, 30, 157-197.Valentine, J.C. & Cooper, H. (2002). Systematic research synthesis on motivation. In M. Maehr &P. Pintrich (Eds.). Advances in motivation and achievement, Vol. 12. Hillsdale, NJ: Erlbaum.Cooper, H., Valentine, J.C. & Charlton, K. (2000). The methodology of meta-analysis. In R. Gersten, E.Schiller, & S. Vaughn (Eds.). Contemporary Special Education Research. Mahwah, NJ: Erlbaum.DeNeve, K.M. & Cooper, H. (1998). The happy personality: A meta-analysis of 143 personality traits andsubjective well-being. Psychological Bulletin, 124, 197-229.Cooper, H., DeNeve, K., & Charlton, K. (1997). Finding the missing science: The fate of studies submitted forreview by a human subjects committee. Psychological Methods, 2, 447-452.DePaulo, B.M., Charleton, K., Cooper, H., Lindsay, J.J., & Muhlenbruck, L. (1997). The accuracy-confidencecorrelation in the detection of deception. Personality and Social Psychology Review, 1, 346-357.Cooper, H. (1997). Some finer points in conducting a meta-analysis. In M. Hunt, How science takes stock: Thestory of meta-analysis. New York: Russell Sage.Anderson, K., Cooper, H. M. & Okamura, L. (1997). Individual differences and attitudes toward rape: A metaanalytic review. Personality and Social Psychology Bulletin, 23, 295-315.Cooper, H. M., Nye, B., Charlton, K., Lindsey, J. & Greathouse, S. (1996). The effects of summer vacation onstudent achievement test scores: A meta-analytic and narrative review. Review of Educational Research, 66,227-268.Cooper, H. M., & Dorr, N. (1995). Narrative versus meta-analytic reviews: A rejoinder to Graham's comment.Review of Educational Research, 65, 515-517.Cooper, H. M. & Dorr, N. (1995). Race comparisons on need for achievement: A meta-analytic alternative toGraham's narrative review. Review of Educational Research, 65, 483-508.
Harris Cooper, Ph.D. 7Research Syntheses and Synthesis Methods (Continued)Cooper, H. M., Dorr, N., & Bettencourt, B. A. (1995). Putting to rest some old notions about social science.American Psychologist, 50, 11-112.Cooper, H. (2003.) Editorial. Psychological Bulletin, 129, 3-9.Cooper, H., Valentine, J.C., Charlton, K. & Barnett, A. (2003). The effects of modified school calendars onstudent achievement and school community attitudes: A research synthesis. Review of Educational Research,73, 1-52.Valentine, J.C. & Cooper, H. (2003). The Department of Education’s What Works Clearinghouse Study Designand Implementation Assessment Device: Version 1.0. Washington DC: What Works Clearinghouse. Web site:http://www.w-w-c.org/standards.html.Cooper, H. M., & Nye, B. (1994). Homework for students with learning disabilities: The implications ofresearch for policy and practice. Journal of Learning Disabilities, 27(8), 470-479.(This paper was reprinted in W. D. Bursock (Ed.). (1995). Homework: Issues and practices for students withlearning disabilities. Austin, TX: Pro-Ed.)Cooper, H. M. (1993). Children and hospitalization: Putting the new reviews in methodological context.Journal of Developmental and Behavioral Pediatrics, 14, 45-49Hedges, L. V., Cooper, H. M., & Bushman, B. (1992). Testing the null hypothesis in meta-analysis: Acomparison of combined probability and confidence interval procedures. Psychological Bulletin, 111, 188-194.Cooper, H. M. (1991). An introduction to meta-analysis and the integrative research review. In G. Albrecht andH-U Otto (Eds.), Social prevention: Theoretical controversies and strategies of evaluation. Berlin, W.Germany: DeGruyter.Cooper, H. M. & Lemke, K. M. (1991). On the role of meta-analysis in personality and social psychology.Personality and Social Psychology Bulletin, 17, 245-251.Bushman, B. J., Cooper, H. M., & Lemke, K. M. (1991). Meta analysis of factor analyses: An illustration usingthe Buss-Durkee Hostility Inventory. Personality and Social Psychology Bulletin, 17, 344-349.Cooper, H. M. (1990). Moving beyond meta-analysis. In K. W. Wachter and M. L. Straf (Eds.), The future ofmeta-analysis. New York: Russell Sage.Bushman, B. J., & Cooper, H. M. (1990). The effects of alcohol on human aggression: An integrative researchreview. Psychological Bulletin, 107(3), 341-354.Cooper, H. M. (1990). Meta-analysis and the integrative research review. In C. Hendrick and M. Clark (Eds.),Research methods in personality and social psychology. Newbury Park, CA: Sage.Cooper, H. M. (1989). Synthesis of research on homework. Educational Leadership, 47 (3), 85-91.Cooper, H. M., & Ribble, R. G. (1989). Influences on the outcomes of literature searches for integrativeresearch reviews. Knowledge: Creation, Diffusion, Utilization, 10, 179-201.Veemer, E., Coleman, M., Ganong, L. H., & Cooper, H. M. (1989). Marital satisfaction in remarriage: A metaanalysis. Journal of Marriage and the Family, 51, 713-725.Cooper, H. M. (1988). Organizing knowledge syntheses: A taxonomy of literature reviews. Knowledge inSociety, 1(1), 104-126.Cooper, H. M., & Hazelrigg, P. (1988). Personality moderators of interpersonal expectancy effects: Anintegrative research review. Journal of Personality and Social Psychology, 55, 937-949.
Harris Cooper, Ph.D. 8Research Syntheses and Synthesis Methods (Continued)Hazelrigg, M. D., Cooper, H. M., & Borduin, C. M. (1987). Evaluating the effectiveness of family therapies: Anintegrative review and analysis. Psychological Bulletin, 101, 428-442.Cooper, H. M. (1986). Literature searching strategies of integrative research reviewers. Knowledge: Creation,Diffusion, Utilization, 8, 372-383. (Summary appeared in American Psychologist, 1985, 40, 1267-1269.)Ottenbacher, K., & Cooper, H. (1984). The effect of class placement on the social adjustment of mentallyretarded children. Journal of Research and Development in Education, 17(2), 1-14.Cooper, H. M. (1983). Statistical synthesis of research literatures. Contemporary Psychology, 37, 835-836.Findley, M., & Cooper, H. (1983). The relation between locus of control and achievement. Journal ofPersonality and Social Psychology, 44, 419-427.Ottenbacher, K., & Cooper, H. M. (1983). Drug treatments of hyperactivity in children. DevelopmentalMedicine and Child Neurology, 25, 353-357.Yu, J. H., & Cooper, H. M. (1983). The effects of research design and incentives upon response rates to questionnaires. Journal of Marketing Research, 20, 36-44.Cooper, H. M. (1982). Scientific guidelines for conducting integrative research reviews. Review of EducationalResearch, 52, 291-302.(This article was reprinted in R. J. Light (Ed.). (1983). Evaluation studies review annual 8, Beverly Hills: Sage.)Cooper, H. M., & Findley, M. (1982). Expected effect sizes: Estimates for statistical power analysis in socialpsychology. Personality and Social Psychology Bulletin, 8, 168-173.Cooper, H. M. (1981). On the significance of effects and the effects of significance. Journal of Personality andSocial Psychology, 41, 1013-1018.Cooper, H. M., & Arkin, R. M. (1981). On quantitative reviewing. Journal of Personality, 49, 225-230.(Thisarticle was reprinted in R. J. Light (Ed.). (1983). Evaluation studies review annual 8, Beverly Hills: Sage.)Cooper, H. M., Burger, J. M. & Good, T. L. (1981). Gender differences in academic locus of control beliefs ofyoung children. Journal of Personality and Social Psychology, 40, 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.)Cooper, H. M., & Rosenthal, R. (1980). Statistical versus traditional procedures for summarizing researchfindings. Psychological Bulletin, 87, 442-449. (A summary of this article, entitled "A comparison of statisticaland traditional procedures for summarizing research," appeared in Evaluations in Education: InternationalProgress, 1980, 4(1), 33-36.) (Reprinted in R. J. Light (Ed.). (1983). Evaluation studies review annual 8,Beverly Hills: Sage.)Arkin, R. M., Cooper, H. M., & Kolditz, T. (1980). A statistical review of literature concerning the self-servingbias in interpersonal influence situations. Journal of Personality, 48, 435-448.Cooper, H. M. (1979). Statistically combining independent studies: A meta-analysis of sex differences inconformity research. Journal of Personality and Social Psychology, 37, 131-146.
Harris Cooper, Ph.D. 9Educational Policy AnalysisCooper, H., Steenburgen-Hu, S. & Dent A.L. (2011). Homework. In S. Graham (ed.). Handbook ofEducational Psychology. Washington DC: American Psychological Association.Patall, E. A., Cooper, H., & Wynn, S. (2010). The effectiveness and relative importance of choice in theclassroom. Journal of Educational Psychology, 102, 896-915.Cooper, H., Borman, G. & Fairchild, R. (2010). School calendars and academic achievement. In J. Meese & J.Eccles (Ed.). Handbook of Research on Schools, Schooling, and Human Development. New York NY: Taylor &Francis.Cooper, H. (2009). Homework. In Shweder, R. (Ed.) The Child: An Encyclopedic Companion. Pp. 458-460.Chicago, IL: University of Chicago Press.Cooper, H. (2008). Homework. In E. Anderman (Ed.). Psychology of Classroom Learning: An Encyclopedia.Detroit MI: Macmillan.Cooper, H. (2008). Homework. In S. Mathison & E.W. Ross (Eds.). Battleground Schools. Pp. 319-326.Westport, CN: Greenwood Press.Cooper, H. (2005). Reading between the lines: Observations on the report of the National Reading Panel and itscritics. Phi Delta Kappan,86, 456-461.Cooper, H. (2004). Is the school calendar dated?: Education, economics, and the politics of time. In G.Borman (Ed). Summer Learning and the Achievement Gap. Orinda, CA: Erlbaum.Reach, K. & Cooper, H. (2004). Homework hotlines: Recommendations for successful practice. Theory intoPractice, 43, 234-241.Cooper, H. (2002). Homework. In J.W. Guthrie (Ed.). The Encyclopedia of Education (2nd Ed.) NewYork, NY: Macmillan.Valentine, J. C., Cooper, H., Bettencourt, B. A., & DuBois, D. L. (2002). Out of school activities andacademic achievement: The mediating role of self-beliefs. Educational Psychologist, 37, 245-256.Cooper, H. & Valentine, J.C. (2001). Using research to answer practical questions about homework.Educational Psychologist, 36, 143-154.Cooper, H. (2001). Homework for all - in moderation. Educational Leadership, 58, 34-38.Cooper, H., Jackson, K., Nye, B. & Lindsay, J.J. (2001). A model of homework’s influence on the performanceevaluations of elementary school students. Journal of Experimental Education, 69, 181-202.(Reprinted in Gall, J. P., Gall, M. D.,, & Borg, W. R. (2005). Applying Educational Research: A PracticalGuide (5th edition). Boston: Allyn & Bacon Longman.)Cooper, H., Lindsay, J.J. & Nye, B. (2000). Homework in the home: How student, family and parentingstyle differences relate to the homework process. Contemporary Educational Psychology, 25, 464-487.Van Matre, J.C., Valentine, J.C. & Cooper, H. (2000). The effects of students’ after-school activities onteachers’ academic expectations. Contemporary Educational Psychology, 25, 167-183.
Harris Cooper, Ph.D. 10Educational Policy Analysis (Continued)Mulhenbruck, L., Cooper, H., Nye, B. & Lindsay, J.J. (1999). Homework and achievement: Explaining thedifferent relations at the elementary and secondary school levels. Social Psychology of Education, 4, 295-317.Cooper, H., Valentine, J.C., Nye, B. & Lindsay, J.J. (1999). Relationships between five after-schoolactivities and academic achievement. Journal of Educational Psychology, 91, 369-387.Cooper, H., Lindsay, J.J., Nye, B., & Greathouse, S. (1998). Relationships between attitudes about homework,the amount of homework assigned and completed, and student achievement. Journal of EducationalPsychology, 90, 70-83.Cooper, H. M. (1996). Speaking power to truth: Reflections of an educational researcher after four years ofschool board service. Educational Researcher, 25, 29-34.Cooper, H. M., & Moore, C. J. (1995). Teenage motherhood, mother-only households, and teacher expectations.Journal of Experimental Education, 63, 231-248.Cooper, H. M. (1991). Homework. Feelings and their medical significance, 33, 7-10.Hazelrigg, P. J., Cooper, H. M., & Strathman, A. (1991). Personality moderators of interpersonal expectancyeffects: A re-examination of five hypotheses. Personality and Social Psychology Bulletin, 17, 569-579.Cooper, H. M. (1989). Does reducing student-to-instructor ratios affect achievement? Educational Psychologist,24, 79-98.Cooper, H. M. (1986). On the social psychology of using research reviews: The case of desegregation and blackachievement. In R. Feldman (Ed.), The social psychology of education. Cambridge, England: CambridgeUniversity Press.(An abridged version of this paper also appeared in K. W. Wachter and M. L. Straf (Eds.), The future ofmeta-analysis. New York: Russell Sage.)Tom, D., & Cooper, H. (1986). The effects of student background on teacher performance attributions:Evidence for counter-defensive patterns and low expectancy cycles. Basic and Applied Social Psychology, 7,53-62.Cooper, H. M. (1985). Models of teacher expectancy effects. In J. B. Dusek (Ed.), Teacher expectancies.Hillsdale, N. J.: Erlbaum.Baron, R. M., Tom, D., & Cooper, H. M. (1985). Social class, race and teacher expectancies. In J. B. Dusek(Ed.), Teacher expectancies. Hills dale, N. J.: Erlbaum.Cooper, H. M., & Tom, D. (1984). Socioeconomic status and ethnic group differences in achievementmotivation. In C. Ames & R. Ames (Eds.), Student motivation: Volume I. New York: Academic Press.Cooper, H. M., & Tom, D. (1984). Teacher expectation research: A review with implications for classroominstruction. Elementary School Journal, 85, 77-89.Moore, W. L., & Cooper, H. M. (1984). Correlations between teacher and student backgrounds and teacherperceptions of discipline problems and techniques. Psychology in the Schools, 21, 386-392. Also published withsame title in Discipline, 5(1), 1-7.Ridley-Johnson, R., Chance, J., & Cooper, H. (1984). Correlates of children's television viewing: Expectancy,age, and sex. Journal of Applied Developmental Psychology, 5, 225-235.
Harris Cooper, Ph.D. 11Educational Policy Analysis (Continued)Tom, D., Cooper, H., & McGraw, M. (1984). The influence of student background and teacher authoritarianismon teacher expectations. Journal of Educational Psychology, 76, 259-265.Cooper, H. M. (1983). Communication of teacher expectations to students. In J. M. Levine and M. C. Wang(Eds.), Teacher and student perceptions: Implications for learning. Hillsdale, N. J.: Erlbaum.Cooper, H. M. (1983). Teacher expectation effects. In L. Bickman (Ed.), Applied social psychology Annual 4.San Francisco: Sage.Ridley-Johnson, R., Cooper, H., & Chance, J. (1983). Children's television viewing and school achievement andI.Q. Journal of Educational Research, 76, 294-297.Cooper, H. M. Findley, M. & Good, T. (1982). Relations between student achievement and various indexes ofteacher expectations. Journal of Educational Psychology, 74, 577-579.Burger, J.M., Cooper, H.M. & Good, T.L. (1982). Teacher attributions of student performance: Effects ofoutcomes. ˆPersonality & Social Psychology Bulletin, 8, 685-690.Cooper, H.M. & Burger, J.M. (1980). How teachers explain students’ academic performance: A categorizationof free response academic attributions. American Educational Research Journal, 17, 95-109.Cooper, H.M., Burger, J.M. & Good, T.L. (1980). Gender differences in learning control beliefs of youngchildren. Evaluations in Education, 4, 73-75.Good T.L., Cooper, H.M. & Blakey, S.L. (1908) Classroom interaction as a function of teacher expectations,student sex, and time of year. Journal of Educational Psychology, 72, 378-385.Cooper, H. M. (1979). Pygmalion grows up: A model for teacher expectation communication and performanceinfluence. Review of Educational Research, 49(3), 389-410.Cooper, H. M. (1979). Some effects of preperformance information on academic expectations. Journal ofEducational Psychology, 71(3), 375-380.Cooper, H. M. (1979). A systematic replication of the Weiner model for predicting evaluative feedback.Replications in Social Psychology, 1(1), 55-58.Cooper, H. M., & Baron, R. M. (1979). Academic expectations, attributed responsibility and teacherreinforcement behavior: A suggested integration of conflicting literatures. Journal of Educational Psychology,71(2), 274-277.Cooper, H. M., Burger J. M., & Seymour, G. E. (1979). Classroom context and student ability as influences onteacher perceptions of classroom control. American Educational Research Journal, 16(2), 189-196.Cooper, H. M. (1977). Controlling personal rewards: Professional teachers' differential use of feedback and theeffects of feedback on students' motivation to perform. Journal of Educational Psychology, 69(4), 419-427.Cooper, H. M., & Baron, R. M. (1977). Academic expectations and perceived personal responsibility aspredictors of professional teachers' reinforcement behavior. Journal of Educational Psychology, 69(4), 409-418.Cooper, H. M., & Lowe, C. A. (1977). Task information and attributions for academic performance byprofessional teachers and role players. Journal of Personality, 45, 469-483.Cooper, H. M., Lowe, C. A., & Baron, R. M. (1976). Pattern of past performance and expected futureperform
2003-2008 Director, Program in Education, Duke University 1985-2003 Professor of Psychological Sciences, University of Missouri-Columbia 1999-2002 Chair, Department of Psychological Sciences, Missouri-Columbia 1991-1994 Frederick Middlebush Professor of Psychology, Missouri-Columbia
