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Editorial Statement
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Editorial Statement

Gersten, Russell

The Elementary School Journal, 09/2012, Vol.113(1), pp.1-2 [Peer Reviewed Journal]

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From the Editor: The Pursuit of Clarity: Thoughts on Writing for Educational Research Journals

Gersten, Russell

The Elementary School Journal, 01 March 2017, Vol.117(3), pp.337-339 [Peer Reviewed Journal]

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From the Editor in Chief: The Pursuit of Clarity
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From the Editor in Chief: The Pursuit of Clarity

Gersten, Russell

The Elementary School Journal, 12/2012, Vol.113(2), pp.157-159 [Peer Reviewed Journal]

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A Randomized Evaluation of the Safe and Civil Schools Model for Positive Behavioral Interventions and Supports at Elementary Schools in a Large Urban School District

Ward, Bryce ; Gersten, Russell

School Psychology Review, 2013, Vol.42(3), p.317 [Peer Reviewed Journal]

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Remembering Wes Becker (1928-2000)

Gersten, Russell

The Journal of Special Education, July 2001, Vol.35(2), pp.115-116 [Peer Reviewed Journal]

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Too Much, Too Soon? Unanswered Questions From National Response to Intervention Evaluation

Gersten, Russell ; Jayanthi, Madhavi ; Dimino, Joseph

Exceptional Children, April 2017, Vol.83(3), pp.244-254 [Peer Reviewed Journal]

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7
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Sources of Individual Differences in Children's Understanding of Fractions

Vukovic, Rose K. ; Fuchs, Lynn S. ; Geary, David C. ; Jordan, Nancy C. ; Gersten, Russell ; Siegler, Robert S.

Child Development, July 2014, Vol.85(4), pp.1461-1476 [Peer Reviewed Journal]

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8
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Commentary: The Tyranny of Time and the Reality Principle

Gersten, Russell

New Directions for Child and Adolescent Development, December 2016, Vol.2016(154), pp.113-116 [Peer Reviewed Journal]

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9
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Life on the Number Line: Routes to Understanding Fraction Magnitude for Students with Difficulties Learning Mathematics

Gersten, Russell ; Schumacher, Robin F ; Jordan, Nancy C

Journal of Learning Disabilities, 2017, Vol.50(6), p.655 [Peer Reviewed Journal]

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Critical Issues in Research on Families: Introduction to the Special Issue

Gersten, Russell ; Irvin, Larry ; Keating, Tom

The Journal of Special Education, November 2002, Vol.36(3), pp.122-123 [Peer Reviewed Journal]

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