Non-Refereed Publications

Schmidt, M., Nguyen, H., & Murray, C. (2007). Cohesive communities, improved outcomes: A case for small schools. Education Canada, 47(4).

Datnow, A., Foster, L., Kemper, E., Lasky, S., Rutherford, C., Schmidt, M., Stringfield, S., Sutherland, S., & Thomas, J. (2003). Five key factors in supporting comprehensive school reform. Report prepared as a deliverable to the Institute of Education Sciences, U.S. Department of Education for CRESPAR Project 4.2.

Schmidt, M. (2002). The effects of whole school improvement through CSRD and other reform efforts on teachers’ implementation of classroom assessment. Report prepared as a deliverable to Texas A&M Graduate Studies and Research in fulfillment of TAMU Research Grant.

Datnow, A., Foster, L., Rutherford, C., Schmidt, M., & Sutherland, S. (2002). Student, educator, school, and community outcomes associated with comprehensive school reform model implementation: A review of the qualitative literature base. Report prepared as a deliverable to OERI, U.S. Department of Education for CRESPAR Project 4.2

Schmidt, M. (2001). Towards teacher inquiry when implementing classroom assessment. Unpublished Doctoral Thesis, OISE/UT.

Hargreaves, A., Shaw, P., Moore, S., & Schmidt, M. (2001). Change Frames: A case study.  A working paper written in fullfullment of OISE/UT & The Peel University Partnership and a SSHRC grant.

Schmidt, M. (2000). The Millennium project: A pilot study: From students’ perspectives. Commissioned by the Assessment Training Consortium.

Schmidt, M., & Plue, L. (2000). The new world of performance-based assessment. Orbit, 30(4), 14–17.