Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive School Reform and Achievement: A Meta-Analysis. Review of Educational Research, 73(2), 125–230. https://doi.org/10.3102/00346543073002125
Century, J. R., Levy, A. J., Tibbitts, F., Lamberti, M. J., Pine, J., Aschbacher, P., Roth, E. J., Jurist, M., Ferrini, C., Osmundson, E., & Foley, B. (2002). Researching the Sustainability of Reform. Center for Science Education (CSE); Education Development Center, Inc. (EDC); Caltech Pre-College Science Initiative (CAPSI).
Datnow, A. (2005). The Sustainability of Comprehensive School Reform Models in Changing District and State Contexts. Educational Administration Quarterly, 41(1), 121–153. https://doi.org/10.1177/0013161X04269578
Hargreaves, A., & Goodson, I. (2006). Educational Change Over Time? The Sustainability and Nonsustainability of Three Decades of Secondary School Change and Continuity. Educational Administration Quarterly, 42(1), 3–41. https://doi.org/10.1177/0013161X05277975
Kearns, D. M., Fuchs, D., McMaster, K. L., Sáenz, L., Fuchs, L. S., Yen, L., Meyers, C., Stein, M., Compton, D., Berends, M., & Smith, T. M. (2010). Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies. Journal of Research on Educational Effectiveness, 3(4), 315–342. https://doi.org/10.1080/19345747.2010.491151
Sindelar, P. T., Shearer, D. K., Yendol-Hoppey, D., & Liebert, T. W. (2006). The Sustainability of Inclusive School Reform. Exceptional Children, 72(3), 317–331. https://doi.org/10.1177/001440290607200304
Coburn, C. E., & Penuel, W. R. (2016). Research–Practice Partnerships in Education: Outcomes, Dynamics, and Open Questions. Educational Researcher, 45(1), 48–54. https://doi.org/10.3102/0013189X16631750
Donovan, M. S., & Snow, C. (2017). Sustaining Research–Practice Partnerships: Benefits and Challenges of a Long-Term Research and Development Agenda. In B. Bevan & W. R. Penuel (Eds.), Connecting Research and Practice for Educational Improvement (pp. 33–50). Routledge.
Franke, M. L., Carpenter, T., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding Teachers’ Self-Sustaining, Generative Change in the Context of Professional Development. Teaching and Teacher Education, 14(1), 67–80. https://doi.org/10.1016/S0742-051X(97)00061-9
Gallimore, R., Ermeling, B., Saunders, W., & Goldenberg, C. (2009). Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams. The Elementary School Journal, 109(5), 537–553. https://doi.org/10.1086/597001
Herbert, S., Redman, C., & Speldewinde, C. (2018). Sustaining School–University Partnerships: Threats, Challenges and Critical Success Factors. In L. Hobbs, C. Campbell, & M. Jones (Eds.), School-based Partnerships in Teacher Education: A Research Informed Model for Universities, Schools and Beyond (pp. 169–189). Springer. https://doi.org/10.1007/978-981-13-1795-8_9
Lai, M. K., McNaughton, S., Timperley, H., & Hsiao, S. (2009). Sustaining continued acceleration in reading comprehension achievement following an intervention. Educational Assessment, Evaluation and Accountability, 21(1), 81–100. https://doi.org/10.1007/s11092-009-9071-5
O’Connell, P. J. (2010). Is Sustainability of Schooling Improvement an Article of Faith, or Can It Be Deliberately Crafted? [Ph.D., The University of Auckland]. https://researchspace.auckland.ac.nz/handle/2292/5795
Stoll, L. (2009). Capacity Building for School Improvement or Creating Capacity for Learning? A Changing Landscape. Journal of Educational Change, 10(2), 115–127. https://doi.org/10.1007/s10833-009-9104-3
Bodilly, S. J., Keltner, B. R., Purnell, S. W., Reichardt, R., & Ikemoto, G. S. (1998). Lessons From New American Schools’ Scale-Up Phase: Prospects for Bringing Designs to Multiple Schools. RAND Corporation. https://www.rand.org/pubs/monograph_reports/MR942.html
Cooper, R., Slavin, R. E., & Madden, N. A. (1998). Success for all: Improving the Quality of Implementation of Whole-School Change Through the Use of a National Reform Network. Education and Urban Society, 30(3), 385–408. https://doi.org/10.1177/0013124598030003006
Goggin, M. L., Bowman, A., Lester, J., & O’Toole, L. (1990). Implementation Theory and Practice: Toward a Third Generation. Scott, Foresman/Little, Brown Higher Education.
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
Little, J. W. (1993). Teachers’ Professional Development in a Climate of Educational Reform. Educational Evaluation and Policy Analysis, 15(2), 129–151. https://doi.org/10.3102/01623737015002129
McLaughlin, M. W. (1990). The Rand Change Agent Study Revisited: Macro Perspectives and Micro Realities. Educational Researcher, 19(9), 11–16. https://doi.org/10.3102/0013189X019009011
Nunnery, J. A. (1998). Reform Ideology and the Locus of Development Problem in Educational Restructuring: Enduring Lessons from Studies of Educational Innovation. Education and Urban Society, 30(3), 277–295. https://doi.org/10.1177/0013124598030003002
Smith, L., Ross, S., Mcnelis, M., Squires, M., Wasson, R., Maxwell, S., Weddle, K., Nath, L., Grehan, A., & Buggey, T. (1998). The Memphis Restructuring Initiative: Analysis of Activities and Outcomes that Affect Implementation Success. Education and Urban Society, 30(3), 296–325. https://doi.org/10.1177/0013124598030003003
Comer, J. P., Haynes, N. M., Joyner, E. T., & Ben-Avie, M. (1996). Rallying the Whole Village: The Comer Process for Reforming Education. Teachers College Press.
Cooper, R. (1998). Socio-Cultural and Within-School Factors That Affect the Quality of Implementation of School-Wide Programs (Report No. 28). Center for Research on the Education of Students Placed At Risk. https://eric.ed.gov/?id=ED426173
Levin, H. M. (1998). Accelerated Schools: A Decade of Evolution. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International Handbook of Educational Change: Part One (pp. 807–830). Springer Netherlands. https://doi.org/10.1007/978-94-011-4944-0_40
Louis, K. S., & Miles, M. B. (1991). Improving the Urban High School: What Works and Why. NASSP Bulletin, 75(534), 117–119. https://doi.org/10.1177/019263659107553420
Muncey, D. E., & McQuillan, P. J. (1996). Reform and Resistance in Schools and Classrooms: An Ethnographic View of the Coalition of Essential Schools. Yale University Press.
Spillane, J. P. (1999). External Reform Initiatives and Teachers’ Efforts to Reconstruct Their Practice: The Mediating Role of Teachers’ Zones of Enactment. Journal of Curriculum Studies, 31(2), 143–175. https://doi.org/10.1080/002202799183205
