Improvement Research in Education · Search · University of Michigan CoRE Project

Controlling Variation in Health Care: A Consultation from Walter Shewhart

Berwick, D. M. (1991). Controlling Variation in Health Care: A Consultation from Walter Shewhart. Medical Care, 29(12), 1212–1225.

Toward Information Infrastructure Studies: Ways of Knowing in a Networked Environment

Bowker, G. C., Baker, K., Millerand, F., & Ribes, D. (2010). Toward Information Infrastructure Studies: Ways of Knowing in a Networked Environment. In J. Hunsinger, L. Klastrup, & M. Allen (Eds.), International Handbook of Internet Research (pp. 97–117). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9789-8_5

What’s the Evidence on Districts’ Use of Evidence?

Coburn, C. E., Honig, M. I., & Stein, M. K. (2009). What’s the Evidence on Districts’ Use of Evidence? In J. D. Bransford, D. J. Stipek, N. J. Vye, L. M. Gomez, & D. Lam (Eds.), The Role of Research in Educational Improvement (pp. 67–86). Harvard Education Press.

Research on Data Use: A Framework and Analysis

Coburn, C. E., & Turner, E. O. (2011). Research on Data Use: A Framework and Analysis. Measurement: Interdisciplinary Research and Perspectives, 9(4), 173–206. https://doi.org/10.1080/15366367.2011.626729

Continuous Improvement in Practice

Hough, H. J., Willis, J., Grunow, A., Krausen, K., Kwon, S., Mulfinger, L. S., & Park, S. (2017). Continuous Improvement in Practice (Policy Analysis for California Education). https://edpolicyinca.org/publications/continuous-improvement-practice

When Should I Use a Measure to Support Instructional Improvement at Scale? The Importance of Considering Both Intended and Actual Use in Validity Arguments

Ing, M., Chinen, S., Jackson, K., & Smith, T. M. (2021). When Should I Use a Measure to Support Instructional Improvement at Scale? The Importance of Considering Both Intended and Actual Use in Validity Arguments. Educational Measurement: Issues and Practice, 40(1), 92–100. https://doi.org/10.1111/emip.12393

Making Sense of Teachers’ Varied Responses to Representations of Practice

Jackson, K., Nieman, H. J., & Kochmanski, N. (2019). Making Sense of Teachers’ Varied Responses to Representations of Practice. National Council of Teachers of Mathematics Research Conference.

Measuring Motivation in Educational Settings: A Case for Pragmatic Measurement

Kosovich, J. J., Hulleman, C. S., & Barron, K. E. (2019). Measuring Motivation in Educational Settings: A Case for Pragmatic Measurement. In K. A. Renninger & S. E. Hidi (Eds.), The Cambridge Handbook of Motivation and Learning (pp. 713–738). Cambridge University Press. https://doi.org/10.1017/9781316823279.030

Measuring Equitable Science Instruction at Scale

Krumm, A., Penuel, W. R., Pazera, C., & Landel, C. (2020). Measuring Equitable Science Instruction at Scale. The Interdisciplinarity of the Learning Sciences, 4, 2461–2468. https://repository.isls.org//handle/1/6607

Validity in Educational Assessment

Moss, P. A., Girard, B. J., & Haniford, L. C. (2006). Validity in Educational Assessment. Review of Research in Education, 30, 109–162.

Using Student-Assessment Results to Improve Instruction: Lessons From a Workshop

Murnane, R. J., Sharkey, N. S., & Boudett, K. P. (2005). Using Student-Assessment Results to Improve Instruction: Lessons From a Workshop. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 269–280. https://doi.org/10.1207/s15327671espr1003_3

Principles to Actions: Ensuring Mathematical Success for All

Leinwand, S., Brahier, D., & Huinker, D. (2014). Principles to Actions: Ensuring Mathematical Success for All. National Council of Teachers of Mathematics.

Developing a Validity Argument for Practical Measures of Student Experience in Project-Based Science Classrooms

Penuel, W. R., Van Horne, K., Jacobs, J. J., & Turner, M. (2018). Developing a Validity Argument for Practical Measures of Student Experience in Project-Based Science Classrooms. American Educational Research Association Annual Meeting.

Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education

Penuel, W. R., & Watkins, D. A. (2019). Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education. The ANNALS of the American Academy of Political and Social Science, 683(1), 201–216. https://doi.org/10.1177/0002716219843249

Evidence in Practice: A Framing of the Terrain

Spillane, J. P., & Miele, D. B. (2007). Evidence in Practice: A Framing of the Terrain. Teachers College Record, 109(13), 46–73. https://doi.org/10.1177/016146810710901303

The Uses of Argument

Toulmin, S. E. (2003). The Uses of Argument (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511840005

Practical Measurement

Yeager, D., Bryk, A., Muhich, J., Hausman, H., & Morales, L. (2013). Practical Measurement. Carnegie Foundation for the Advancement of Teaching.

A Descriptive Study of the IES Researcher–Practitioner Partnerships in Education Research Program: Interim Report

Farrell, C., Davidson, K. L., Repko-Erwin, M., Penuel, W. R., Quantz, M., Wong, H., Riedy, R., & Brink, Z. (2018). A Descriptive Study of the IES Researcher–Practitioner Partnerships in Education Research Program (Technical Report No. 3). National Center for Research in Policy and Practice.

Co-design as Infrastructuring with Attention to Power: Building Collective Capacity for Equitable Teaching and Learning Through Design-Based Implementation Research

Bakah, M. B. A., Nihuka, K. A., & Anto, A. G. (2019). Fostering the Sustainability of Curriculum Innovations Through Curriculum Design. In J. Pieters, J. Voogt, & N. Pareja Roblin (Eds.), Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer Nature. https://doi.org/10.1007/978-3-030-20062-6

Steps Towards an Ecology of Infrastructure: Complex Problems in Design and Access for Large-Scale Collaborative Systems

Star, S. L., & Ruhleder, K. (1994). Steps towards an ecology of infrastructure: Complex problems in design and access for large-scale collaborative systems. Proceedings of the 1994 ACM Conference on Computer Supported Cooperative Work, 253–264. https://doi.org/10.1145/192844.193021

Validity in Action: Lessons From Studies of Data Use

Moss, Pamela A. (2013). Validity in Action: Lessons From Studies of Data Use. Journal of Educational Measurement, 50(1), 91-98.

Participatory Research in Prisons

Farrell, L., Young, B., Willison, J. B., & Fine, M. (2021). Participatory Research in Prisons (p. 15). Urban Institute.

Interview With Ann Ishimaru

Ishimaru, A. M. (2017). Interview with Ann Ishimaru [Interview]. https://iel.org/interview-ann-ishimaru/

A Developmental Evaluation Primer

Gamble, J. A. A. (2008). A Developmental Evaluation Primer. J. W. McConnell Foundation. Retrieved from website: http://mcconnellfoundation.ca/report/a-developmental-evaluation-primer/

A Developmental Evaluation Companion

Gamble, J. A. A., McKegg, Kate, & Cabaj, Mark. (2008). A Developmental Evaluation Companion. J. W. McConnell Foundation. Retrieved from website: https://mcconnellfoundation.ca/developmental-evaluation/the-book/

Co-Designing for Privacy, Transparency, and Trust in K-12 Learning Analytics

Ahn, J., Campos, F., Nguyen, H., Hays, M., & Morrison, J. (2021). Co-Designing for Privacy, Transparency, and Trust in K-12 Learning Analytics. LAK21: 11th International Learning Analytics and Knowledge Conference, 55–65. https://doi.org/10.1145/3448139.3448145

Science Everywhere: Designing Public, Tangible Displays to Connect Youth Learning Across Settings

Ahn, J., Clegg, T., Yip, J., Bonsignore, E., Pauw, D., Cabrera, L., Hernly, K., Pitt, C., Mills, K., Salazar, A., Griffing, D., Rick, J., & Marr, R. (2018). Science Everywhere: Designing Public, Tangible Displays to Connect Youth Learning Across Settings. Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, 1–12. https://doi.org/10.1145/3173574.3173852

Design-Based Research: A Decade of Progress in Education Research?

Anderson, T., & Shattuck, J. (2012). Design-Based Research: A Decade of Progress in Education Research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813

Repatriating Indigenous Technologies in an Urban Indian Community

Bang, M., Marin, A., Faber, L., & Suzukovich, E. S. (2013). Repatriating Indigenous Technologies in an Urban Indian Community. Urban Education, 48(5), 705–733. https://doi.org/10.1177/0042085913490555

Guest Editors' Introduction: Rethinking Methodology in the Learning Sciences

Barab, S. A., & Kirshner, D. (2001). Guest Editors’ Introduction: Rethinking Methodology in the Learning Sciences. Journal of the Learning Sciences, 10(1–2), 5–15. https://doi.org/10.1207/S15327809JLS10-1-2_2

Bringing Work Back In

Barley, S. R., & Kunda, G. (2001). Bringing Work Back In. Organization Science, 12(1), 76–95. https://doi.org/10.1287/orsc.12.1.76.10122

Contextual Design

Beyer, H., & Holtzblatt, K. (1999). Contextual Design. Interactions, 6(1), 32–42. https://doi.org/10.1145/291224.291229

Trust in Schools: A Core Resource for Improvement

Bryk, A. S., & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. Russell Sage Foundation. https://www.russellsage.org/publications/trust-schools-0

Human-Centred Learning Analytics

Buckingham Shum, S., Ferguson, R., & Martinez-Maldonado, R. (2019). Human-Centred Learning Analytics. Journal of Learning Analytics, 6(2), 1–9. https://doi.org/10.18608/jla.2019.62.1

Not Just a Blip in Someone’s Life: Integrating Brokering Practices Into Out-of-School Programming as a Means of Supporting and Expanding Youth Futures

Ching, D., Santo, R., Hoadley, C., & Peppler, K. (2016). Not Just a Blip in Someone’s Life: Integrating Brokering Practices Into Out-of-School Programming as a Means of Supporting and Expanding Youth Futures. On the Horizon, 24(3), 296–312. https://doi.org/10.1108/OTH-05-2016-0026

Design Experiments in Educational Research

Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design Experiments in Educational Research. Educational Researcher, 32(1), 9–13. https://doi.org/10.3102/0013189X032001009

Design Research with Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale

Cobb, P., Jackson, K., Smith, T., Sorum, M., & Henrick, E. (2013). Design Research with Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale. Teachers College Record, 115(14), 320–349. https://doi.org/10.1177/016146811311501408

Sustaining Model Systems of Educational Activity: Designing for the Long Haul

Cole, M. (2007). Sustaining Model Systems of Educational Activity: Designing for the Long Haul. In J. Campione, K. Metz, & A. S. Palincsar (Eds.), Children’s Learning in Laboratory and Classroom Contexts: Essays in Honor of Ann Brown (0 ed.). Routledge. https://doi.org/10.4324/9780203826966

Teaching Routines to Enhance Collaboration Using Classroom Network Technology

DeBarger, A. H., Penuel, W. R., Harris, C. J., & Schank, P. (2011). Teaching Routines to Enhance Collaboration Using Classroom Network Technology. In F. Pozzi & D. Persico (Eds.), Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives (pp. 224–244). IGI Global. https://doi.org/10.4018/978-1-61692-898-8

The Material and Social Constitution of Interest

DiGiacomo, D. K., Van Horne, K., Van Steenis, E., & Penuel, W. R. (2018). The Material and Social Constitution of Interest. Learning, Culture and Social Interaction, 19, 51–60. https://doi.org/10.1016/j.lcsi.2018.04.010

The Role of Children in the Design of New Technology

Druin, A. (2002). The Role of Children in the Design of New Technology. Behaviour & Information Technology, 21(1), 1–25. https://doi.org/10.1080/01449290110108659

Development As Breaking Away and Opening Up: A Challenge to Vygotsky and Piaget

Engestrom, Y. (1996). Development As Breaking Away and Opening Up: A Challenge to Vygotsky and Piaget. Swiss Journal of Psychology, 55, 126–132.

Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization

Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical Reconceptualization. Journal of Education and Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747

Studies of Expansive Learning: Foundations, Findings and Future Challenges

Engeström, Y., & Sannino, A. (2010). Studies of Expansive Learning: Foundations, Findings and Future Challenges. Educational Research Review, 5(1), 1–24. https://doi.org/10.1016/j.edurev.2009.12.002

Reconceptualizing Organizational Routines as a Source of Flexibility and Change

Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing Organizational Routines as a Source of Flexibility and Change. Administrative Science Quarterly, 48(1), 94–118. https://doi.org/10.2307/3556620

The Envisioning Cards: A Toolkit for Catalyzing Humanistic and Technical Imaginations

Friedman, B., & Hendry, D. (2012). The Envisioning Cards: A Toolkit for Catalyzing Humanistic and Technical Imaginations. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 1145–1148. https://doi.org/10.1145/2207676.2208562

A Survey of Value Sensitive Design Methods

Friedman, B., Hendry, D. G., & Borning, A. (2017). A Survey of Value Sensitive Design Methods. Foundations and Trends in Human-Computer Interaction, 11(2), 63–125. https://doi.org/10.1561/1100000015

Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices

Hall, R., & Jurow, A. S. (2015). Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices. Educational Psychologist, 50(3), 173–189. https://doi.org/10.1080/00461520.2015.1075403

School System (Re)design: Developing Educational Infrastructures to Support School Leadership and Teaching Practice

Hopkins, M., & Woulfin, S. L. (2015). School System (Re)design: Developing Educational Infrastructures to Support School Leadership and Teaching Practice. Journal of Educational Change, 16(4), 371–377. https://doi.org/10.1007/s10833-015-9260-6

Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions

Horn, I. S., & Little, J. W. (2010). Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions. American Educational Research Journal, 47(1), 181–217. https://doi.org/10.3102/0002831209345158

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