Books

Comer, J.P., Joyner, E.T., and
Ben-Avie, M. (2004). Six pathways to healthy child development and academic success: The field guide to Comer schools in action. CA: Corwin Press.

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Joyner, E.T. and Ben-Avie, M, and Comer, J. P. (2004). Dynamic instructional leadership to support student learning and development: The field guide to Comer schools in action. CA: Corwin Press.

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Joyner, E.T., Ben-Avie, M., and Comer, J.P. (2004). Transforming school leadership and management to support student learning and development: The field guide to Comer schools in action. CA: Corwin Press.

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Haynes, N.M., Ben-Avie, M., and Ensign, J. (2003). How social and emotional development add up: Getting results in math and science education. NY: Teachers College Press.

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Comer, J.P., Ben-Avie, M.; Haynes., N.M. ; and Joyner, E. (1999). Child by child: The Comer process for change in education. NY: Teachers College Press.

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Comer, J.P., Haynes, N.M., Joyner, E., Ben-Avie, M. (1996). Rallying the whole village: The Comer process for reforming education. NY: Teachers College Press.

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Book Chapters and Journal Articles

Ben-Avie, M. (2004). Student learning in math and science: Youth development matters. In Edward T. Joyner, Michael Ben-Avie, and James P. Comer (Eds.), Dynamic instructional leadership to support student learning and development (pp. 189-192). CA: Corwin Press.

Ben-Avie, M., Arrington, V., Frank, M., and Raymond, R. (2004). Children with special needs: Special education and the comprehensive school plan. In James P. Comer, Edward T. Joyner, and Michael Ben-Avie (Eds.), Six pathways to healthy child development and academic success (pp. 73-84). CA: Corwin Press.

Ben-Avie, M., Steinfeld, T. R., and Comer, J. P. (2004). All decisions must be made in the best interests of children. In Edward T. Joyner, Michael Ben-Avie, and James P. Comer (Eds.), Transforming school leadership and management to support student learning and development (pp. 53-56). CA: Corwin Press.

Ben-Avie, M., Steinfeld, T. R., and Comer, J. P. (2004). Making decisions: Reaching consensus in team meetings. In Edward T. Joyner, Michael Ben-Avie, and James P. Comer (Eds.), Transforming school leadership and management to support student learning and development (pp. 184-190). CA: Corwin Press.

Howley, J. P. and Ben-Avie, M. (2004). Introducing the Comer Process to the faculty for the first time. In Edward T. Joyner, Michael Ben-Avie, and James P. Comer (Eds.), Transforming school leadership and management to support student learning and development (pp. 1-14). CA: Corwin Press.

Steinfeld, T. R. and Ben-Avie, M. Facilitators model communication excellence. (2004). In Edward T. Joyner, Michael Ben-Avie, and James P. Comer (Eds.), Transforming school leadership and management to support student learning and development (pp. 181-184). CA: Corwin Press.

Ben-Avie, M., Haynes , N.M. , Ensign, J., and Steinfeld, T.R. (2003). Social and emotional development in relation to math and science learning. In Norris M. Haynes, Michael Ben-Avie, and Jacque Ensign (Eds.), How social and emotional development add up: Making gains in math and science education . NY: Teachers College Press.

Ben-Avie, M; Haynes , N.M. ; White, J.; Ensign, J., Steinfeld, T., and Sartin, L. (2003). Youth development and student learning in math and science. In Norris M. Haynes, Michael Ben-Avie, and Jacque Ensign (Eds.), How social and emotional development add up: Making gains in math and science education. NY: Teachers College Press.

Brown, W. T. and Ben-Avie, M. (2003). Training our sights: Developing afterschool programs and the children they serve. Contemporary Psychology APA Review of Books, 48(3) , 372-374.

Zeuli, J. and Ben-Avie, M. (2003). Connecting with students on a personal level through in-depth discussions of mathematics [Chapter presents the findings from a study that included observations and interviews of 25 elementary and middle school teachers of mathematics whose responses to the Third International Mathematics and Science Study suggested that what and how they taught approximated reformers' recommendations]. In Norris M. Haynes, Michael Ben-Avie, and Jacque Ensign (Eds.), How social and emotional development add up: Making gains in math and science education . NY: Teachers College Press.

Ben-Avie, M. (2002). The impact of a school-based academic and counseling intervention on the lifepaths of youth: An independent evaluation of the Institute for Student Achievement. ERIC Document Reproduction Service No. ED 459 407.

Haynes, N. M., Ben-Avie, M., Gilliam, W. (2000). School readiness: Implications for daycare and early childhood education. In Carol Camp Yeakey (Ed.), Edmund W. Gordon: Producing knowledge; pursuing understanding (pp. 91-105). Stamford , CT : JAI Press.

Ben-Avie, M. (1999). Improving children's lives. In James P. Comer, Michael Ben-Avie, Norris M. Haynes, and Edward T. Joyner, Child by child . (pp. 1-6). NY: Teachers College Press.

Ben-Avie, M. with educational practitioners (1999). No-fault and accountability. In James P. Comer, Michael Ben-Avie, Norris M. Haynes, and Edward T. Joyner, Child by child . (pp. 7-24). NY: Teachers College Press.

Ben-Avie, M. (1998). Secondary education [Article includes statistical portrait of high schools in North and South Carolina ]. Journal of Education for Students Placed At Risk, 3(1), 53-69 .

Haynes, N.M.; Emmons, C.; Ben-Avie, M. (1997). School climate as a factor in student adjustment and achievement. Journal of Educational and Psychological Consultation , 8(3), 321-329.

Haynes, N.M.; Ben-Avie, M.; Squires, D.; Howley, P.; Negron, E.; Corbin, J. (1996). It takes a whole village. In James P. Comer, Norris M. Haynes, Edward Joyner, Michael Ben-Avie (Eds.), Rallying the whole village: The Comer process for reforming education . (pp. 42-71). NY: Teachers College Press.

Haynes , N.M. and Ben-Avie, M. (1995). Parents as full partners in education. In Alan Booth and Judith F. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 45-55). Mahwah , New Jersey : Lawrence Erlbaum Associations.

Ben-Avie, M. (2005). Results of Connecticut Junior Republic's MET/CBT-5 Effective Adolescent Treatment. New Haven : Impact Analysis & Strategies Group.

Ben-Avie, M., Howley, J. P., Steinfeld, T. R., and Brown, W. T. (2005). WAVE Academy : Results of The Teaming Inventory . New Haven : Impact Analysis & Strategies Group.

Ben-Avie, M. (2004). Evaluating the U.S. Department of Education's Early Childhood Educator Professional Development (ECEPD) initiative (comparison child cohort study). New Haven : Center for Community and School Action Research.

Ben-Avie, M. (2004). Evaluation of the middle school coordinator's grant. New Haven : Impact Analysis & Strategies Group.

Ben-Avie, M. (2004). Functional Family Therapy. New Haven : Impact Analysis & Strategies Group.

Ben-Avie, M. (2004). Smaller learning communities: An independent, third-party evaluation of Waterbury , Connecticut 's implementation of the Smaller Learning Communities Initiative. New Haven: Center for Community and School Action Research.

Ben-Avie, M., Duke, S., Cavanaugh, T., and Ihuegbu, N. (2003). A city's integrated service system. New Haven: Center for Community and School Action Research.

Ben-Avie, M. and Emmons, C. (2003). Summative evaluation report of Community School District Seventeen. Submitted to the U.S. Department of Education. New Haven: Yale Child Study Center .

Ben-Avie, M. (2002). Report of the self-assessment conducted by Waterbury 's Department of Special Education as part of the Special Education Capacity-Building Task Force and its committees. Submitted to the Connecticut State Department of Education. New Haven: Center for Community and School Action Research.

Ben-Avie, M., Cavanaugh, T., and Fobbs, C. (2002). Learning and development among Waterbury high school students. New Haven: Center for Community and School Action Research.

Ben-Avie, M., Cavanaugh, T., and Fobbs, C. (2002). Learning and development among Waterbury middle school students. New Haven: Center for Community and School Action Research.

Ben-Avie, M. and Emmons, C. (2002). Contextual analysis and formative evaluation report of Community School District Seventeen. Submitted to the U.S. Department of Education. New Haven: Yale Child Study Center .

Ben-Avie, M., Kaufman, L., Fobbs, C., and Duke, L. (2002). Enrollment forecast Waterbury Public Schools covering the years 1990–1991 to 2010–2011. New Haven: Center for Community and School Action Research.

Haynes, N. M., Ben-Avie, M., Ihuegbu, N., Doepper, K., Bukowski, D., Cavanaugh, T., and Levande, L. (2002). Evaluation of Connecticut 's implementation of the U.S. Department of Education's Early Childhood Educators Professional Development Initiative (Project STARS). New Haven: Center for Community and School Action Research.

Ben-Avie, M. (2001). After-school programs and the Safe Schools/Healthy Students Initiative. In Evaluating Waterbury's Implementation of the Safe Schools/Healthy Students Initiative. New Haven: Center for School Action Research, Southern Connecticut State University and Yale Child Study Center.

Ben-Avie, M., Rubio, A., Keeley, W. (2001). Trend analysis of social and educational indicators among youth. In Evaluating Waterbury's Implementation of the Safe Schools/Healthy Students Initiative . New Haven: Center for School Action Research, Southern Connecticut State University and Yale Child Study Center.

Ben-Avie, M.; Brown, W.T.; Ensign, J.; White, J.; and Sartin, L. (2001). Learning and development among high school students. New Haven: Yale Child Study Center .

Ben-Avie, M.; Steinfeld, T., and Harbison, T. (2001). Influences on implementation [of an academic enrichment and counseling intervention]: A look at school-based staff in their workplace. New Haven: Yale Child Study Center.

Ben-Avie, M. and Rubio, A. (2001). The Safe Schools/Healthy Students Initiative and After-School Programs: Responses of Waterbury students to the After-School Questionnaire. New Haven: Yale Child Study Center.

Ben-Avie, M.; Steinfeld, T.; Pitterson, S.; and Weinzimmer, D.P. (2000). Eating lunch alone: The everyday life of adolescents in low-performing schools and the ISA difference. New Haven: Yale Child Study Center.

Ben-Avie, M.; Steinfeld, T.; and Vergnetti, M. (2000). Documenting the impact of the ScholarshipBuilder Program on the lifepaths of students. New Haven: Yale Child Study Center.

Ben-Avie (2000). Findings from the baseline study of social and educational indicators among youth in Waterbury , Connecticut . New Haven: Center for School Action Research, Southern Connecticut State University.

Haynes , N.M. ; Duke, S.; Colon , E.; and Ben-Avie, M. (2000). Youth Violence in Waterbury: The Waterbury Safe Schools , Healthy Students Project. New Haven : Center for School Action Research.

Ben-Avie, M., Haynes, N.M., Steinfeld, T., Pitterson, S., Beetsma, D. and Weinzimmer, D.P. (1999). Intervening in the lives of students placed at risk: An independent evaluation of the Institute for Student Achievement COMET & STAR programs, a school-based academic enrichment and counseling intervention. New Haven: Yale Child Study Center.