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

Achieving Education for All Through Public–Private Partnerships?

Rose, P. (2010). Achieving Education for All Through Public–Private Partnerships? Development in Practice, 20(4–5), 473–483. https://doi.org/10.1080/09614521003763160

A Comparative Case-Study of School-LEA-NGO Interactions Across Different Socio-Economic Strata in Israel

Yemini, M., Cegla, A., & Sagie, N. (2018). A Comparative Case-Study of School-LEA-NGO Interactions Across Different Socio-Economic Strata in Israel. Journal of Education Policy, 33(2), 243–261. https://doi.org/10.1080/02680939.2017.1328078

Continuous Improvement in Schools: Understanding the Practice

Anderson, S., & Kumari, R. (2009). Continuous Improvement in Schools: Understanding the Practice. International Journal of Educational Development, 29(3), 281–292. https://doi.org/10.1016/j.ijedudev.2008.02.006

Better Schools Through Health: Networking for Health Promoting Schools in Europe

Buijs, G. J. (2009). Better Schools Through Health: Networking for Health Promoting Schools in Europe. European Journal of Education, 44(4), 507–520. https://doi.org/10.1111/j.1465-3435.2009.01410.x

Getting Better Together

MacConnell, K., & Caillier, S. (2016). Getting Better Together. Phi Delta Kappan, 98(3), 16–22. https://doi.org/10.1177/0031721716677257

Supporting the Effective Implementation of a New Mathematics Curriculum: A Case Study of School-Based Lesson Study at a Japanese Public Elementary School

Takahashi, A. (2014). Supporting the Effective Implementation of a New Mathematics Curriculum: A Case Study of School-Based Lesson Study at a Japanese Public Elementary School. In Y. Li & G. Lappan (Eds.), Mathematics Curriculum in School Education (pp. 417–441). Springer Netherlands. https://doi.org/10.1007/978-94-007-7560-2_20

Continuous Improvement of the Teaching Process in Primary Education

Szőköl, I. (2017). Continuous Improvement of the Teaching Process in Primary Education. Journal of Language and Cultural Education, 6(1), 53–64. https://doi.org/10.2478/jolace-2018-0004

Redesigning a Core Function of Schools: A Systemic, Evidence-Based Approach to Student Support

Walsh, M. E., Theodorakakis, M. D., & Backe, S. (2016). Redesigning a Core Function of Schools: A Systemic, Evidence-Based Approach to Student Support. In H. A. Lawson & D. van Veen (Eds.), Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools: International Exemplars for Practice, Policy and Research (pp. 127–147). Springer International Publishing. https://doi.org/10.1007/978-3-319-25664-1_5

From Shanghai to Tennessee: Developing Instructional Leadership Through Teacher Peer Excellence Groups

Cravens, X., & Drake, T. (2017). From Shanghai to Tennessee: Developing Instructional Leadership Through Teacher Peer Excellence Groups. International Journal for Lesson and Learning Studies, 6(4), 348–364. https://doi.org/10.1108/IJLLS-12-2016-0062

Creating a Framework for Research on Systemic Technology Innovations

Fishman, B., Marx, R. W., Blumenfeld, P., Krajcik, J., & Soloway, E. (2004). Creating a Framework for Research on Systemic Technology Innovations. Journal of the Learning Sciences, 13(1), 43–76. https://doi.org/10.1207/s15327809jls1301_3

Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities

Coburn, C. E. (2001). Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities. Educational Evaluation and Policy Analysis, 23(2), 145–170. https://doi.org/10.3102/01623737023002145

Framing the Problem of Reading Instruction: Using Frame Analysis to Uncover the Microprocesses of Policy Implementation

Coburn, C. E. (2006). Framing the Problem of Reading Instruction: Using Frame Analysis to Uncover the Microprocesses of Policy Implementation. American Educational Research Journal, 43(3), 343–349. https://doi.org/10.3102/00028312043003343

What Is the System in Systemic Reform?

Cohen, D. K. (1995). What Is the System in Systemic Reform? Educational Researcher, 24(9), 11–31. https://doi.org/10.3102/0013189X024009011

Negotiating Trust, Power, and Culture in a Research–Practice Partnership

Denner, J., Bean, S., Campe, S., Martinez, J., & Torres, D. (2019). Negotiating Trust, Power, and Culture in a Research–Practice Partnership. AERA Open, 5(2), 2332858419858635. https://doi.org/10.1177/2332858419858635

Making Sense of Student Performance Data: Data Use Logics and Mathematics Teachers’ Learning Opportunities

Horn, I. S., Kane, B. D., & Wilson, J. (2015). Making Sense of Student Performance Data: Data Use Logics and Mathematics Teachers’ Learning Opportunities. American Educational Research Journal, 52(2), 208–242. https://doi.org/10.3102/0002831215573773

Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries

Penuel, W. R., Allen, A.-R., Coburn, C. E., & Farrell, C. C. (2015). Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 182–197. https://doi.org/10.1080/10824669.2014.988334

Intra- and Interschool Interactions about Instruction: Exploring the Conditions for Social Capital Development

Spillane, J. P., Hopkins, M., & Sweet, T. M. (2015). Intra- and Interschool Interactions about Instruction: Exploring the Conditions for Social Capital Development. American Journal of Education, 122(1), 71–110. https://doi.org/10.1086/683292

Policy Implementation and Cognition: Reframing and Refocusing Implementation Research

Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy Implementation and Cognition: Reframing and Refocusing Implementation Research. Review of Educational Research, 72(3), 387–431. https://doi.org/10.3102/00346543072003387

Rooted in Relationships: An Analysis of Dimensions of Social Capital Enabling Instructional Coaching

Woulfin, S. L., & Jones, B. (2017). Rooted in Relationships: An Analysis of Dimensions of Social Capital Enabling Instructional Coaching. Journal of Professional Capital and Community, 3(1), 25–38. https://doi.org/10.1108/JPCC-07-2017-0017

Assessing the Effectiveness of Quantway®: A Multilevel Model With Propensity Score Matching

Yamada, H., Bohannon, A. X., Grunow, A., & Thorn, C. A. (2018). Assessing the Effectiveness of Quantway®: A Multilevel Model With Propensity Score Matching. Community College Review, 46(3), 257–287. https://doi.org/10.1177/0091552118771754

Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making

Bang, M., & Vossoughi, S. (2016). Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making. Cognition and Instruction, 34(3), 173–193. https://doi.org/10.1080/07370008.2016.1181879

A Framework for the Initiation of Networked Improvement Communities

Russell, J. L., Bryk, A. S., Dolle, J. R., Gomez, L. M., Lemahieu, P. G., & Grunow, A. (2017). A Framework for the Initiation of Networked Improvement Communities. Teachers College Record, 119(5), 1–36. https://doi.org/10.1177/016146811711900501

Mathematics Professional Development: Improving Teaching Using the Problem-Solving Cycle and Leadership Preparation Models

Borko, H., Jacobs, J., Koellner, K., & Swackhamer, L. E. (2015). Mathematics Professional Development: Improving Teaching Using the Problem-Solving Cycle and Leadership Preparation Models. Teachers College Press.

Impact of the National Writing Project's College-Ready Writers Program in High-Need Rural Districts

Gallagher, H. A., Arshan, N., & Woodworth, K. (2017). Impact of the National Writing Project’s College-Ready Writers Program in High-Need Rural Districts. Journal of Research on Educational Effectiveness, 10(3), 570–595. https://doi.org/10.1080/19345747.2017.1300361

Developing Collective Capacity to Improve Mathematics Instruction: Coaching as a Lever for School-Wide Improvement

Gibbons, L. K., Kazemi, E., & Lewis, R. M. (2017). Developing Collective Capacity to Improve Mathematics Instruction: Coaching as a Lever for School-Wide Improvement. The Journal of Mathematical Behavior, 46, 231–250. https://doi.org/10.1016/j.jmathb.2016.12.002

Communities of Practice: Learning, Meaning, and Identity

Wenger, E. (1999). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

Reconsidering Replication: New Perspectives on Large-Scale School Improvement

Peurach, D. J., & Glazer, J. L. (2012). Reconsidering Replication: New Perspectives on Large-Scale School Improvement. Journal of Educational Change, 13(2), 155–190. https://doi.org/10.1007/s10833-011-9177-7

Involving Latino Families in Schools: Raising Student Achievement Through Home-School Partnerships

Gaitan, C. D. (2004). Involving Latino Families in Schools: Raising Student Achievement Through Home-School Partnerships. Corwin Press.

Just Research in Contentious Times: Widening the Methodological Imagination

Fine, M. (2017). Just Research in Contentious Times: Widening the Methodological Imagination. Teachers College Press.

Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms

Gonzalez, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Routledge. https://doi.org/10.4324/9781410613462

We Are Our Own Best Advocates: Latinx Immigrants Teaching And Learning For Their Rights

Rusoja, A. (2017). We Are Our Own Best Advocates: Latinx Immigrants Teaching And Learning For Their Rights [Ph.D., University of Pennsylvania]. https://repository.upenn.edu/edissertations/2559

Why Reform Sometimes Succeeds: Understanding the Conditions That Produce Reforms That Last

Cohen, D. K., & Mehta, J. D. (2017). Why Reform Sometimes Succeeds: Understanding the Conditions That Produce Reforms That Last. American Educational Research Journal, 54(4), 644–690. https://doi.org/10.3102/0002831217700078

Out of the Crisis: Quality, Productivity, and Competitive Position

Deming, W. E., & Study, M. I. of T. C. for A. E. (1982). Out of the Crisis: Quality, Productivity, and Competitive Position. Cambridge University Press.

Design for Scalability: A Case Study of the River City Curriculum

Clarke, J., & Dede, C. (2009). Design for Scalability: A Case Study of the River City Curriculum. Journal of Science Education and Technology, 18(4), 353–365. https://doi.org/10.1007/s10956-009-9156-4

Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case

Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case. Journal of Mathematics Teacher Education, 12(4), 285–304. https://doi.org/10.1007/s10857-009-9102-7

Assessing the Impact of Continuous Quality Improvement on Clinical Practice: What It Will Take to Accelerate Progress

Shortell, S. M., Bennett, C. L., & Byck, G. R. (1998). Assessing the Impact of Continuous Quality Improvement on Clinical Practice: What It Will Take to Accelerate Progress. The Milbank Quarterly, 76(4), 593–624. https://doi.org/10.1111/1468-0009.00107

Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change

Coburn, C. E. (2003). Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change. Educational Researcher, 32(6), 3–12. https://doi.org/10.3102/0013189X032006003

School Reform from the Inside Out: Policy, Practice, and Performance

Elmore, R. F. (2004). School Reform from the Inside Out: Policy, Practice, and Performance. Harvard Education Press.

Lessons From a School District–University Research Partnership: The Houston Education Research Consortium

López Turley, R. N., & Stevens, C. (2015). Lessons From a School District–University Research Partnership: The Houston Education Research Consortium. Educational Evaluation and Policy Analysis, 37(1_suppl), 6S-15S. https://doi.org/10.3102/0162373715576074

Towards an Evidence Framework for Design-Based Implementation Research

Means, B., & Harris, C. J. (2013). Towards an Evidence Framework for Design-Based Implementation Research. Teachers College Record, 115(14), 350–371. https://doi.org/10.1177/016146811311501409

Research–Practice Partnerships to Support the Development of High Quality Mathematics Instruction for All Students

Rosenquist, B. A., Henrick, E. C., & Smith, T. M. (2015). Research–Practice Partnerships to Support the Development of High Quality Mathematics Instruction for All Students. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 42–57. https://doi.org/10.1080/10824669.2014.988335

Brokerage and Closure: An Introduction to Social Capital

Burt, R. S. (2005). Brokerage and Closure: An Introduction to Social Capital. Oxford University Press.

Practical Measurement and Productive Persistence: Strategies for Using Digital Learning System Data to Drive Improvement

Krumm, A. E., Beattie, R., Takahashi, S., D’Angelo, C., Feng, M., & Cheng, B. (2016). Practical Measurement and Productive Persistence: Strategies for Using Digital Learning System Data to Drive Improvement. Journal of Learning Analytics, 3(2), Article 2. https://doi.org/10.18608/jla.2016.32.6

Reinventing the Role of the University Researcher

Nelson, I. A., London, R. A., & Strobel, K. R. (2015). Reinventing the Role of the University Researcher. Educational Researcher, 44(1), 17–26. https://doi.org/10.3102/0013189X15570387

Using Research to Improve Education Under the Every Student Succeeds Act

Dynarski, M. (1 C.E., November 30). Using Research to Improve Education Under the Every Student Succeeds Act. Brookings. https://www.brookings.edu/research/using-research-to-improve-education-under-the-every-student-succeeds-act/

Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms

Goldman, S., & Kabayadondo, Z. (2017). Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms. Routledge.

Pathways to Improvement: Using Psychological Strategies to Help College Students Master Developmental Math

Silva, E., & White, T. (2013). Pathways to Improvement: Using Psychological Strategies to Help College Students Master Developmental Math. In Carnegie Foundation for the Advancement of Teaching. Carnegie Foundation for the Advancement of Teaching. https://eric.ed.gov/?id=ED560149

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