2219 items

• Positive Deviance in Child Nutrition: With Emphasis on Psychosocial and Behavioural Aspects and Implications for Development
  Zeitlin, M. F., Ghassemi, H., & Mansour, M. (1990). Positive Deviance in Child Nutrition: With Emphasis on Psychosocial and Behavioural Aspects and Implications for Development. United Nations University.
• The Power of Positive Deviance: How Unlikely Innovators Solve the World's Toughest Problems
  Pascale, R., Sternin, J., & Sternin, M. (2010). The Power of Positive Deviance: How Unlikely Innovators Solve the World’s Toughest Problems. Harvard Business Press.
• Evaluation of the Positive Deviance Project
  Malloy, C. L. (2012). Evaluation of the Positive Deviance Project. California Teachers Association Institute for Teaching.
• Sustained Positive Deviant Child Care Practices and Their Effects on Child Growth in Viet Nam
  Mackintosh, U. A. T., Marsh, D. R., & Schroeder, D. G. (2002). Sustained Positive Deviant Child Care Practices and Their Effects on Child Growth in Viet Nam. Food and Nutrition Bulletin, 23(4_suppl_1), 16–25. https://doi.org/10.1177/15648265020234S104
• The Six Sigma Way: How GE, Motorola, and Other Top Companies are Honing Their Performance
  Pande, P. S., Neuman, R. P., & Cavanagh, R. R. (2000). The Six Sigma Way: How GE, Motorola, and Other Top Companies are Honing Their Performance. McGraw Hill Professional.
• What Is Six Sigma?
  Pande, P. S., & Holpp, L. (2001). What Is Six Sigma? McGraw Hill Professional.
• Milwaukee Succeeds
  Milwaukee Succeeds. (n.d.). Milwaukee Succeeds. Retrieved April 19, 2023, from https://www.milwaukeesucceeds.org
• Six Sigma for Everyone
  Eckes, G. (2003). Six Sigma for Everyone. John Wiley & Sons.
• A Systematic Literature Review of Six Sigma Practices in Education
  Cudney, E. A., Elrod, C. C., & Stanley, S. M. (2014). A Systematic Literature Review of Six Sigma Practices in Education. International Journal of Six Sigma and Competitive Advantage, 8(3–4), 163–175. https://doi.org/10.1504/IJSSCA.2014.067552
• How to Change a Culture: Lessons From NUMMI
  Shook, J. (2010). How to Change a Culture: Lessons From NUMMI. MIT Sloan Management Review. https://sloanreview.mit.edu/article/how-to-change-a-culture-lessons-from-nummi/
• Managing to Learn: Using the A3 Management Process to Solve Problems, Gain Agreement, Mentor and Lead
  Shook, J. (2008). Managing to Learn: Using the A3 Management Process to Solve Problems, Gain Agreement, Mentor and Lead. Lean Enterprise Institute.
• Toyota Kata: Managing People for Improvement, Adaptiveness and Superior Results
  Rother, M. (2009). Toyota Kata: Managing People for Improvement, Adaptiveness and Superior Results. McGraw Hill Professional.
• Lean for Education
  LeMahieu, P. G., Nordstrum, L. E., & Greco, P. (2017). Lean for Education. Quality Assurance in Education, 25(1), 74–90. https://doi.org/10.1108/QAE-12-2016-0081
• Kaizen (Ky'zen), the Key to Japan's Competitive Success
  Imai, M. (1986). Kaizen (Ky’zen), the Key to Japan’s Competitive Success. Random House Business Division.
• About Us
  The School District of Menomonee Falls. (n.d.). About Us. The School District of Menomonee Falls. Retrieved November 25, 2023, from https://www.fallsschools.org/district-information
• The Measurement of Quality Management Culture in Schools: Development and Validation of the Sqmcs
  Detert, J. R., Schroeder, R. G., & Cudeck, R. (2003). The Measurement of Quality Management Culture in Schools: Development and Validation of the Sqmcs. Journal of Operations Management, 21(3), 307–328. https://doi.org/10.1016/S0272-6963(02)00130-4
• Lean Production Simplified: A Plain-Language Guide to the World's Most Powerful Production System
  Dennis, P. (2007). Lean Production Simplified: A Plain-Language Guide to the World’s Most Powerful Production System (2nd ed.). CRC Press.
• Toward Dissemination of Evidence-Based Family Interventions: Maintenance of Community-Based Partnership Recruitment Results and Associated Factors.
  Spoth, R., Clair, S., Greenberg, M., Redmond, C., & Shin, C. (2007). Toward Dissemination of Evidence-Based Family Interventions: Maintenance of Community-Based Partnership Recruitment Results and Associated Factors. Journal of Family Psychology, 21(2), 137–146. https://doi.org/10.1037/0893-3200.21.2.137
• Handbook of Implementation Science for Psychology in Education
  Kelly, B., & Perkins, D. F. (Eds.). (2012). Handbook of Implementation Science for Psychology in Education. Cambridge University Press. https://doi.org/10.1017/CBO9781139013949
• Implementation Research: A Synthesis of the Literature
  Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. In The National Implementation Research Network (p. 34). University of South Florida; Louis de la Parte Florida Mental Health Institute; The National Implementation Research Network. https://nirn.fpg.unc.edu/resources/implementation-research-synthesis-literature
• Implementation Science: Key Concepts, Themes, and Evidence for Practitioners in Educational Psychology
  Blase, K. A., Van Dyke, M., Fixsen, D. L., & Bailey, F. W. (2012). Implementation Science: Key Concepts, Themes, and Evidence for Practitioners in Educational Psychology. In B. Kelly & D. F. Perkins (Eds.), Handbook of Implementation Science for Psychology in Education (pp. 13–34). Cambridge University Press. https://doi.org/10.1017/CBO9781139013949.004
• Implementation of Educational Innovation
  Berman, P., & McLaughlin, M. W. (1976). Implementation of Educational Innovation. The Educational Forum, 40(3), 345–370. https://doi.org/10.1080/00131727609336469
• Researching Readiness for Implementation of Evidence-Based Practice: A Comprehensive Review of the Evidence-Based Practice Attitude Scale (EBPAS)
  Aarons, G. A., Green, A. E., & Miller, E. (2012). Researching Readiness for Implementation of Evidence-Based Practice: A Comprehensive Review of the Evidence-Based Practice Attitude Scale (EBPAS). In B. Kelly & D. F. Perkins (Eds.), Handbook of Implementation Science for Psychology in Education (pp. 150–164). Cambridge University Press. https://doi.org/10.1017/CBO9781139013949.013
• A Design Inquiry: Bridging Assessment and Curriculum Frameworks to Engage Students in Science Practices
  DeBarger, A. H., Tate, E., Beauvineau, Y., Feng, M., Schank, P., Heck, T., & Williams, M. (2014, June). A Design Inquiry: Bridging Assessment and Curriculum Frameworks to Engage Students in Science Practices. Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. The 11th International Conference of the Learning Sciences, Boulder, CO. https://repository.isls.org//handle/1/926
• Learning About Genetics in an Elementary Classroom: A Comparative Study
  Cisterna, D., Williams, M., Ibourk, A., & Frahm, A. (2014). Learning About Genetics in an Elementary Classroom: A Comparative Study. National Association for Research in Science Teaching Conference, Pittsburgh, PA.
• Community College Pathways: 2012-2013 Descriptive Report
  Sowers, N., Strother, S., & van Campen, J. (2013). Community College Pathways: 2012-2013 Descriptive Report. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/resources/publications/community-college-pathways-2012-2013-descriptive-report/
• Statistical Method from the Viewpoint of Quality Control
  Shewhart, W. A. (1986). Statistical Method from the Viewpoint of Quality Control. Dover Publications.
• Reinventing Discovery: The New Era of Networked Science
  Nielsen, M. A. (2011). Reinventing Discovery: The New Era of Networked Science. Princeton University Press.
• The Breakthrough Series: IHI’s Collaborative Model for Achieving Breakthrough Improvement
  Institute for Healthcare Improvement. (2003). The Breakthrough Series: IHI’s Collaborative Model for Achieving Breakthrough Improvement (IHI Breakthrough Series White Papers) [White Paper]. Institute for Healthcare Improvement. https://www.ihi.org:443/resources/Pages/IHIWhitePapers/TheBreakthroughSeriesIHIsCollaborativeModelforAchievingBreakthroughImprovement.aspx
• Improving Our Ability to Improve: A Call for Investment in a New Future
  Engelbart, D. C. (2003). Improving Our Ability to Improve: A Call for Investment in a New Future [Lecture]. IBM Co-Evolution Symposium, San Jose, CA.
• Out of the Crisis
  Deming, W. E. (1986). Out of the Crisis. Massachusetts Institute of Technology, Center for Advanced Engineering Study.
• Teachers Leading Educational Reform: The Power of Professional Learning Communities
  Harris, A., Jones, M., & Huffman, J. B. (Eds.). (2017). Teachers Leading Educational Reform: The Power of Professional Learning Communities. Routledge. https://doi.org/10.4324/9781315630724
• Collaborative Professionalism: When Teaching Together Means Learning for All
  Hargreaves, A., & O’Connor, M. T. (2018). Collaborative Professionalism: When Teaching Together Means Learning for All. Corwin Press.
• Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools
  Saunders, W. M., Goldenberg, C. N., & Gallimore, R. (2009). Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools. American Educational Research Journal, 46(4), 1006–1033. https://doi.org/10.3102/0002831209333185
• Teacher Collaboration in Instructional Teams and Student Achievement
  Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher Collaboration in Instructional Teams and Student Achievement. American Educational Research Journal, 52(3), 475–514. https://doi.org/10.3102/0002831215585562
• Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools
  Louis, K. S., & Marks, H. M. (1998). Does Professional Community Affect the Classroom? Teachers’ Work and Student Experiences in Restructuring Schools. American Journal of Education, 106(4), 532–575. https://doi.org/10.1086/444197
• A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
  Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools. Teachers College Record, 109(4), 877–896. https://doi.org/10.1177/016146810710900401
• A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning
  Goddard, R., Goddard, Y., Sook Kim, E., & Miller, R. (2015). A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning. American Journal of Education, 121(4), 501–530. https://doi.org/10.1086/681925
• Teachers’ Use of Data: Loose Coupling, Agenda Setting, and Team Norms
  Young, V. M. (2006). Teachers’ Use of Data: Loose Coupling, Agenda Setting, and Team Norms. American Journal of Education, 112(4), 521–548. https://doi.org/10.1086/505058
• The Impact of Collaboration on Teachers’ Individual Data Use
  Van Gasse, R., Vanlommel, K., Vanhoof, J., & Van Petegem, P. (2017). The Impact of Collaboration on Teachers’ Individual Data Use. School Effectiveness and School Improvement, 28(3), 489–504. https://doi.org/10.1080/09243453.2017.1321555
• Data in Practice: Conceptualizing the Data-Based Decision-Making Phenomena
  Spillane, J. P. (2012). Data in Practice: Conceptualizing the Data-Based Decision-Making Phenomena. American Journal of Education, 118(2), 113–141. https://doi.org/10.1086/663283
• Factors Influencing the Functioning of Data Teams
  Schildkamp, K., & Poortman, C. (2015). Factors Influencing the Functioning of Data Teams. Teachers College Record, 117(4), 1–42. https://doi.org/10.1177/016146811511700403
• Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities
  Marsh, J. A., Bertrand, M., & Huguet, A. (2015). Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities. Teachers College Record, 117(4), 1–40. https://doi.org/10.1177/016146811511700411
• Understanding Data Use Practice among Teachers: The Contribution of Micro-Process Studies
  Little, J. W. (2012). Understanding Data Use Practice among Teachers: The Contribution of Micro-Process Studies. American Journal of Education, 118(2), 143–166. https://doi.org/10.1086/663271
• Practices That Support Data Use in Urban High Schools
  Lachat, M. A., & Smith, S. (2005). Practices That Support Data Use in Urban High Schools. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 333–349. https://doi.org/10.1207/s15327671espr1003_7
• Professional Learning for Using Data: Examining Teacher Needs & Supports
  Jimerson, J. B., & Wayman, J. C. (2015). Professional Learning for Using Data: Examining Teacher Needs & Supports. Teachers College Record, 117(4), 1–36. https://doi.org/10.1177/016146811511700405
• The Development of Capacity for Data Use: The Role of Teacher Networks in an Elementary School
  Farley-Ripple, E., & Buttram, J. (2015). The Development of Capacity for Data Use: The Role of Teacher Networks in an Elementary School. Teachers College Record, 117(4), 1–34. https://doi.org/10.1177/016146811511700410
• Teacher Learning, Instructional Considerations and Principal Communication: Lessons from a Longitudinal Study of Collaborative Data Use by Teachers
  Cosner, S. (2011). Teacher Learning, Instructional Considerations and Principal Communication: Lessons from a Longitudinal Study of Collaborative Data Use by Teachers. Educational Management Administration & Leadership, 39(5), 568–589. https://doi.org/10.1177/1741143211408453
• Teachers’ Spaces for Coping with Change in the Context of a Reform Effort
  Zembylas, M., & Barker, H. B. (2007). Teachers’ Spaces for Coping with Change in the Context of a Reform Effort. Journal of Educational Change, 8(3), 235–256. https://doi.org/10.1007/s10833-007-9025-y
• Teacher Collaboration, Differing Expectations, and Emotions in School Improvement: “It’s Always Take, Take, Take”
  Weddle, H., Lockton, M., & Datnow, A. (2019). Teacher collaboration, differing expectations, and emotions in school improvement: “It’s always take, take, take.” Journal of Professional Capital and Community, 4(4), 325–343. https://doi.org/10.1108/JPCC-03-2019-0005