University of Oregon



Reading comprehension: Strategies for instruction and evaluation. (2001).
     Crawford, L., Butera, D., & Tindal, G.      M8_Reading Comprehension_Crawford_ETAL   


Improving science performance outcomes via instructional framing and rule-based learning. (1997).
     Tindal, G., McCollum, S., Thomas, C., & Schnacker, L. (1997)      RR20_Instructional Framing_Tindal_ETAL

Understanding science benchmarks by anchoring student (mis)understanding. (1997).
     Tindal, G., & McCleery, J.     RR19_Science Benchmarks_Tindal_McCleery 


Additive versus systemic perspectives on reform: A case study of multi-age programs. (1996).
     Marr, J., Tindal, G., McCullum, N., Kaufman, M. J., & Goldman, P.

Developmentally Appropriate Practice (DAP) from a student performance assessment perspective: A study of variance. (1996).
    Tindal, G., Marr, J., Hall, T., Cole, C., McCullum, N., & Goldman, P.      RR17_Study of Variance_Tindal_ETAL

Converging paths of Developmentally Appropriate Practice (DAP) and inclusion in a multi-age primary program:
One school’s experience. (1996).
     Tindal, G., Marr, J., Hall, T., Cole, C., McCullum, N., & Goldman, P.      RR16_Converging Paths_Tindal_ETAL

Construction and use of behavior rating scales. (1996). Lee, C. & Tindal, G.
     M6_Behavior Rating Scales_Lee_Tindal

Reading retells as a curriculum-based measure. (1996). Tindal, G., Gleason, M., & Kraus, J.
     M7_Reading Retells_Tindal_ETAL


Understanding instructional outcome options for students with learning disabilities in content classes. (1994).
     Tindal, G., Nolet, V., McCollum, S., & Wegmann, C.      RR15_Instructional Outcome Options_Tindal_ETAL


A case study on placing talented and gifted students into the appropriate instructional level and monitoring learning rate. (1993).
     Tindal, G., Nolet, V., Wegmann, C., & McCollum, S.      RR7_Talented and Gifted_Tindal_ETAL

Content collaboration in middle schools: A case study supporting instruction in critical thinking skills. (1993).
     McCollum, S., Tindal, G., & Nolet, V.      RR8_Content Collaboration_McCollum_ETAL

Progress monitoring of student learning: Case studies from the classroom. (1993). Tindal, G., & Kurlinski, E.
     RR14_Progress Monitoring_Tindal_Kurlinski

Case studies in progress monitoring. (1993).
     Tindal, G., Schuey, J., & Merchant, K.      RR11_Progress MonitoringTindal_ETAL

Designing educational programs aligned with reforms in teaching and uniform restructuring in education: Rationale and basic
operating principles.
     Tindal, G., Goldman, P., Kaufman, M. J., and Schmuck, R.      M5_Educational Programs


The portfolio concept with applications in curriculum-based measurement. (1991).
     Hall, T., & Tindal, G.      RR13_Portfolio Concept_Hall_Tindal

Curriculum-based research: Reports from the Oregon conference. (1991).
     Marr, J., & Tindal, G.      M3_Curriculum-Based Research_Marr_Tindal

In search of a new model: Three essays on staff development. (1991).
     Tindal, G.      M4_Staff Development_Tindal


Measurement precision for screening-eligibility decisions: An application of writing CBM. (1990).
     Parker, R., Tindal, G., & Hasbrouck, J.     RR10_Writing CBM_Parker_ETAL 

Analysis of grades 3-5 math curricula for production of survey diagnostic tests. (1993).
     Parker, R.      RR12_Survey Diagnostic Tests_Parker

Assessment practices for determining instructional level and learning rate. (1990).
     Tindal, G.      M2_Determining Instructional Level_Tindal


The factor structure of direct, objective writing indices for students in compensatory and special education programs.
     (1989). R. Parker & G. Tindal     RR2_Factor Structure_Parker_Tindal

Assessment in preschool and kindergarten. (1989).
     Hasbrouck, J.      M1_Assessment in Preschool_Hasbrouck