2219 items

• Repositioning Ethical Commitments: Participatory Action Research as a Relational Praxis of Social Change
  Cahill, C. (2007). Repositioning Ethical Commitments: Participatory Action Research as a Relational Praxis of Social Change. ACME: An International Journal for Critical Geographies, 6(3), Article 3.
• “You Can Still Fight”: The Black Radical Tradition, Healing, and Literacies
  Baxley, G., Sealey-Ruiz, Y., Rogers, C. R., Campano, G., Thomas, E. E., & Stornaiuolo, A. (2021). “You Can Still Fight”: The Black Radical Tradition, Healing, and Literacies. Research in the Teaching of English, 55(3), 213–215.
• In the Shadow of the Ivory Tower: How Universities Are Plundering Our Cities
  Baldwin, D. L. (2021). In the Shadow of the Ivory Tower: How Universities Are Plundering Our Cities. Bold Type Books.
• The Right to Research
  Appadurai, A. (2006). The Right to Research. Globalisation, Societies and Education, 4(2), 167–177. https://doi.org/10.1080/14767720600750696
• Borderlands/La Frontera: The New Mestiza
  Anzaldúa, G. (1999). Borderlands/La Frontera: The New Mestiza. Aunt Lute Books.
• Identity Politics Reconsidered
  Alcoff, L. M., Hames-García, M., Mohanty, S. P., & Moya, P. M. L. (Eds.). (2006). Identity Politics Reconsidered. Palgrave Macmillan US. https://doi.org/10.1057/9781403983398
• Unsettled Belonging: Educating Palestinian American Youth after 9/11
  El-Haj, T. R. A. (2015). Unsettled Belonging: Educating Palestinian American Youth after 9/11. University of Chicago Press.
• The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones
  Zimmer, R., Henry, G. T., & Kho, A. (2017). The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones. Educational Evaluation and Policy Analysis, 39(4), 670–696. https://doi.org/10.3102/0162373717705729
• Absorptive Capacity: A Review, Reconceptualization, and Extension
  Zahra, S. A., & George, G. (2002). Absorptive Capacity: A Review, Reconceptualization, and Extension. Academy of Management Review, 27(2), 185–203. https://doi.org/10.5465/amr.2002.6587995
• Networks in New York City: Implementing the Common Core
  Wohlstetter, P., Houston, D. M., & Buck, B. (2015). Networks in New York City: Implementing the Common Core. Educational Policy, 29(1), 85–110. https://doi.org/10.1177/0895904814556753
• Creating a System for Data-Driven Decision-Making: Applying the Principal-Agent Framework
  Wohlstetter, P., Datnow, A., & Park, V. (2008). Creating a System for Data-Driven Decision-Making: Applying the Principal-Agent Framework. School Effectiveness and School Improvement, 19(3), 239–259. https://doi.org/10.1080/09243450802246376
• Common Core, Uncommon Theory of Action: CEOs in New York City Schools
  Wohlstetter, P., Buck, B., Houston, D. M., & Smith, C. O. (2016). Common Core, Uncommon Theory of Action: CEOs in New York City Schools. In A. J. Daly & K. S. Finnigan (Eds.), Thinking and Acting Systemically: Improving School Districts Under Pressure (pp. 147–182). American Educational Research Association. https://doi.org/10.3102/978-0-935302-46-2_6
• The Institutional Logics Perspective
  Thornton, P. H., Ocasio, W., & Lounsbury, M. (2015). The Institutional Logics Perspective. In Emerging Trends in the Social and Behavioral Sciences (pp. 1–22). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118900772.etrds0187
• Organizational Learning 2: Theory, Method, and Practice
  Argyris, C., & Schön, D. A. (1997). Organizational Learning 2: Theory, Method, and Practice. Addison-Wesley Publishing Company.
• The New Institutionalism and the Study of Educational Organizations: Changing Ideas for Changing Times
  Rowan, B. (2007). The New Institutionalism and the Study of Educational Organizations: Changing Ideas for Changing Times. In H.-D. Meyer & B. Rowan (Eds.), The New Institutionalism in Education. SUNY 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
• Organizations Revisited
  March, J. G., & Simon, H. A. (1993). Organizations Revisited. Industrial and Corporate Change, 2(3), 299–316. https://doi.org/10.1093/icc/2.3.299
• Demystifying Organizational Learning
  Lipshitz, R., Friedman, V., & Popper, M. (2006). Demystifying Organizational Learning. SAGE.
• A Collaborative Problem-Solving Approach to Improving District Attendance Policy
  Lenhoff, S. W., Edwards, E. B., Claiborne, J., Singer, J., & French, K. R. (2022). A Collaborative Problem-Solving Approach to Improving District Attendance Policy. Educational Policy, 36(6), 1464–1506. https://doi.org/10.1177/0895904820974402
• Strong Districts and Their Leadership Project: Executive Summary of Research
  Leithwood, K., & Mccullough, C. (2017). Strong Districts and Their Leadership Project: Executive Summary of Research. Council of Ontario Directors of Education.
• Characteristics of High-Performing School Districts
  Leithwood, K., & Azah, V. N. (2017). Characteristics of High-Performing School Districts. Leadership and Policy in Schools, 16(1), 27–53. https://doi.org/10.1080/15700763.2016.1197282
• Urban District Central Office Transformation for Teaching and Learning Improvement: Beyond a Zero-Sum Game
  Honig, M. I., Lorton, J. S., & Copland, M. A. (2009). Urban District Central Office Transformation for Teaching and Learning Improvement: Beyond a Zero-Sum Game. Teachers College Record, 111(13), 21–40. https://doi.org/10.1177/016146810911101302
• District Central Offices as Learning Organizations: How Sociocultural and Organizational Learning Theories Elaborate District Central Office Administrators' Participation in Teaching and Learning Improvement Efforts
  Honig, M. I. (2008). District Central Offices as Learning Organizations: How Sociocultural and Organizational Learning Theories Elaborate District Central Office Administrators’ Participation in Teaching and Learning Improvement Efforts. American Journal of Education, 114(4), 627–664. https://doi.org/10.1086/589317
• A Dynamic Model of Intra-and Interorganizational Learning
  Holmqvist, M. (2003). A Dynamic Model of Intra-and Interorganizational Learning. Organization Studies, 24(1), 95–123. https://doi.org/10.1177/0170840603024001684
• Managing to Change: How Schools Can Survive (and Sometimes Thrive) in Turbulent Times
  Hatch, T. (2015). Managing to Change: How Schools Can Survive (and Sometimes Thrive) in Turbulent Times. Teachers College Press.
• Place-Based Governance and Leadership in Decentralised School Systems: Evidence from England
  Greany, T. (2022). Place-Based Governance and Leadership in Decentralised School Systems: Evidence from England. Journal of Education Policy, 37(2), 247–268. https://doi.org/10.1080/02680939.2020.1792554
• School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications
  Godfrey, D. (Ed.). (2020). School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications. Springer International Publishing. https://doi.org/10.1007/978-3-030-48130-8
• Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District
  Glazer, J. L., Massell, D., & Malone, M. (2019). Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District. Educational Evaluation and Policy Analysis, 41(1), 5–33. https://doi.org/10.3102/0162373718795051
• District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone
  Glazer, J., Massell, D., Lenhoff, S. W., Larbi-Cherif, A., Egan, C., Taylor, J., Ison, A., Deleveaux, J., & Millington, Z. (2020). District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone (CPRE Research Reports). https://repository.upenn.edu/cpre_researchreports/114
• The Ties That Bind: Building Civic Capacity for the Tennessee Achievement School District
  Glazer, J. L., & Egan, C. (2018). The Ties That Bind: Building Civic Capacity for the Tennessee Achievement School District. American Educational Research Journal, 55(5), 928–964. https://doi.org/10.3102/0002831218763088
• Segregation by District Boundary Line: The Fragmentation of Memphis Area Schools
  Frankenberg, E., Siegel-Hawley, G., & Diem, S. (2017). Segregation by District Boundary Line: The Fragmentation of Memphis Area Schools. Educational Researcher, 46(8), 449–463. https://doi.org/10.3102/0013189X17732752
• Managing Networks for School Improvement: Seven Lessons from the Field
  Duff, M., Flack, C., Lyle, A., Massell, D., & Wohlstetter, P. (2019). Managing Networks for School Improvement: Seven Lessons from the Field (CPRE Workbooks). https://repository.upenn.edu/cpre_workbooks/1
• Thinking and Acting Systemically: Improving School Districts Under Pressure
  Daly, A., & Finnigan, K. (2016). Thinking and Acting Systemically: Improving School Districts Under Pressure. American Educational Research Association.
• Multi-Academy Trusts: Do They Make a Difference to Pupil Outcomes?
  Bernardinelli, D., Rutt, S., Greany, T., & Higham, R. (2018). Multi-Academy Trusts: Do They Make a Difference to Pupil Outcomes? In UCL IOE Press: London, UK. [Report]. UCL IOE Press.
• Organizational Learning: A Theory of Action Perspective
  Argyris, C., & Schön, D. A. (1978). Organizational Learning: A Theory of Action Perspective. Addison-Wesley Publishing Company.
• If They Knew Then What We Know Now, Why Haven't Things Changed? An Examination of District Effectiveness Research
  Anderson, E., & Young, M. D. (2018). If They Knew Then What We Know Now, Why Haven’t Things Changed? An Examination of District Effectiveness Research. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00087
• Principal Instructional Leadership to Transform Elementary Mathematics School-Wide: Why Vision for Teacher Learning Matters
  Kazemi, E., Resnick, A. F., & Gibbons, L. (2022). Principal Leadership for School-Wide Transformation of Elementary Mathematics Teaching: Why the Principal’s Conception of Teacher Learning Matters. American Educational Research Journal, 59(6), 1051-1089. https://doi.org/10.3102/00028312221130706 (Original work published 2022)
• Practical Measurement for Improvement: Context of Use and Features
  Takahashi, S., & Norman, J. R. (in press). Practical Measurement for Improvement: Context of Use and Features. In P. G. LeMahieu & P. Cobb (Eds.), Practical Measurement for Improvement. Harvard Education Press.
• The National Writing Project’s Using Sources Tool: Practical Measures for Informing Instruction and Building a Shared Vision of Argument and Student Capacity
  Friedrich, I., Bear, R., & Eidman-Aadahl, E. (in press). The National Writing Project’s Using Sources Tool: Practical Measures for Informing Instruction and Building a Shared Vision of Argument and Student Capacity. In P. G. LeMahieu & P. Cobb (Eds.), Practical Measurement for Improvement. Harvard Education Press.
• Developing and Using Practical Measures to Inform Instructional Improvement in Mathematics at Scale
  Jackson, K. J., Cobb, P., Ing, M., Ahn, J., Smith, T. M., & Kochmanski, N. M. (in press). Developing and Using Practical Measures to Inform Instructional Improvement in Mathematics at Scale. In P. G. LeMahieu & P. Cobb (Eds.), Practical Measurement for Improvement. Harvard Education Press.
• Teacher Collaborative Time: Helping Teachers Make Sense of Ambitious Teaching in the Context of Their Schools
  Horn, I. S., Kane, B., & Garner, B. (2018). Teacher Collaborative Time: Helping Teachers Make Sense of Ambitious Teaching in the Context of Their Schools. In P. Cobb, K. Jackson, E. Henrick, & T. M. Smith, Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 93–112). Harvard Education Press.
• Communities of Practice and Social Learning Systems
  Wenger, E. (2000). Communities of Practice and Social Learning Systems. Organization, 7(2), 225–246. https://doi.org/10.1177/135050840072002
• Communities of Practice: Learning, Meaning, and Identity
  Wenger, E. (1999). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
• Research on Mathematics Professional Development
  Sztajn, P., Borko, H., & Smith, T. M. (2017). Research on Mathematics Professional Development. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 793–823). National Council of Teachers of Mathematics.
• The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom
  Stigler, J. W., & Hiebert, J. (2009). The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. Simon and Schuster.
• Classroom Assessment
  Shepard, L. A. (2006). Classroom Assessment. In R. L. Brennan (Ed.), Educational Measurement (pp. 623–646). Praeger Publishers.
• How the Common Core Boosts Quality and Equality
  Schmidt, W. H., & Burroughs, N. A. (2013). How the Common Core Boosts Quality and Equality. Educational Leadership, 70(4), 54–58.
• Unpacking Tracking: The Role of Instruction, Teacher Beliefs and Supplemental Courses in the Relationship Between Tracking and Student Achievement
  Schmidt, R. A. (2013). Unpacking Tracking: The Role of Instruction, Teacher Beliefs and Supplemental Courses in the Relationship Between Tracking and Student Achievement [Ph.D., Vanderbilt University]. https://ir.vanderbilt.edu/handle/1803/10767
• Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model
  Russell, J. L., Correnti, R., Stein, M. K., Thomas, A., Bill, V., & Speranzo, L. (2020). Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model. Educational Evaluation and Policy Analysis, 42(3), 439–466. https://doi.org/10.3102/0162373720940699
• Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula
  Remillard, J. T. (2005). Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula. Review of Educational Research, 75(2), 211–246. https://doi.org/10.3102/00346543075002211