2219 items

• Students’ Responses to Curricular Activities as Indicator of Coherence in Project-Based Science
  Penuel, W., Van Horne, K., Severance, S., Quigley, D., & Sumner, T. (2016, July). Students’ Responses to Curricular Activities as Indicator of Coherence in Project-Based Science. ICLS 2016 Proceedings. ICLS 2016, Singapore. https://repository.isls.org//handle/1/327
• Rethinking Instructional Leadership, a Review: What Do We Know About Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go From Here?
  Neumerski, C. M. (2013). Rethinking Instructional Leadership, a Review: What Do We Know About Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go From Here? Educational Administration Quarterly, 49(2), 310–347. https://doi.org/10.1177/0013161X12456700
• How People Learn II: Learners, Contexts, and Cultures
  National Research Council. (2018). How People Learn II: Learners, Contexts, and Cultures. National Academies Press. https://doi.org/10.17226/24783
• A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
  National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Academies Press. https://doi.org/10.17226/13165
• How People Learn: Brain, Mind, Experience, and School: Expanded Edition
  National Research Council. (1999). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. National Academies Press. https://doi.org/10.17226/9853
• Assessing Fidelity of Implementation of an Unprescribed, Diagnostic Mathematics Intervention
  Munter, C., Wilhelm, A. G., Cobb, P., & Cordray, D. S. (2014). Assessing Fidelity of Implementation of an Unprescribed, Diagnostic Mathematics Intervention. Journal of Research on Educational Effectiveness, 7(1), 83–113. https://doi.org/10.1080/19345747.2013.809177
• Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice
  Munter, C., & Correnti, R. (2017). Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice. American Journal of Education, 123(2), 171–202. https://doi.org/10.1086/689928
• Argument Writing Advanced Institute: Teaching Teachers to Utilize C3WP Units
  Moman, J., & Maher, S. (2019). Argument Writing Advanced Institute: Teaching Teachers to Utilize C3WP Units. Language Arts Journal of Michigan, 34(2). https://doi.org/10.9707/2168-149X.2208
• Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity
  McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity. Journal of Teacher Education, 64(5), 378–386. https://doi.org/10.1177/0022487113493807
• How Should Research Contribute to Instructional Improvement? The Case of Lesson Study
  Lewis, C., Perry, R., & Murata, A. (2006). How Should Research Contribute to Instructional Improvement? The Case of Lesson Study. Educational Researcher, 35(3), 3–14. https://doi.org/10.3102/0013189X035003003
• Learning the Language of Academic Writing: Using the C3WP as a Scaffold in the Secondary English Classroom
  Lennon, J. (2019). Learning the Language of Academic Writing: Using the C3WP as a Scaffold in the Secondary English Classroom. Language Arts Journal of Michigan, 34(2). https://doi.org/10.9707/2168-149X.2211
• Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching
  Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2010). Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching. In M. K. Stein & L. Kucan (Eds.), Instructional Explanations in the Disciplines (pp. 129–141). Springer US. https://doi.org/10.1007/978-1-4419-0594-9_9
• Aspects of High-Quality Mathematics Coaching: What Coaches Need to Know and Be Able to Do to Support Individual Teachers' Learning
  Kochmanski, N. (2020). Aspects of High-Quality Mathematics Coaching: What Coaches Need to Know and Be Able to Do to Support Individual Teachers’ Learning [Thesis]. https://ir.vanderbilt.edu/handle/1803/16114
• Organising Schools for Teacher and Leader Learning
  Kazemi, E., & Resnick, A. F. (2019). Organising Schools for Teacher and Leader Learning. In G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, & O. Chapman (Eds.), International Handbook of Mathematics Teacher Education: Volume 3: Participants in Mathematics Teacher Education (Second Edition). Brill. https://doi.org/10.1163/9789004419230_016
• New Directions for the Design and Study of Professional Development: Attending to the Coevolution of Teachers' Participation Across Contexts
  Kazemi, E., & Hubbard, A. (2008). New Directions for the Design and Study of Professional Development: Attending to the Coevolution of Teachers’ Participation Across Contexts. Journal of Teacher Education, 59(5), 428–441. https://doi.org/10.1177/0022487108324330
• Math Labs: Teachers, Teacher Educators, and School Leaders Learning Together With and From Their Own Students
  Kazemi, E., Gibbons, L., Lewis, R., Fox, A., Hintz, A., Kelley-Petersen, M., Cunard, A., Lomax, K., Lenges, A., & Balf, R. (2018). Math Labs: Teachers, Teacher Educators, and School Leaders Learning Together With and From Their Own Students. NCSM Journal of Mathematics Education Leadership, 19(1), 14.
• Specifying Goals for Students’ Mathematical Learning and the Development of Teachers’ Knowledge, Perspective, and Practices
  Kane, B., Cobb, P., & Gibbons, L. (2018). Understanding Content-Specific Instructional Coaching: On-the-Ground Support for Teacher Development. In P. Cobb, K. Jackson, E. Henrick, & T. M. Smith, Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 113–134). Harvard Education Press.
• Deep Changes in Classroom Practice: Teachers' Perspectives on the Effects of Participation in the C3WP
  Heenan, B., Houghton, N., Ramage, K., St. John, M., & Stokes, L. (2017). Deep Changes in Classroom Practice: Teachers’ Perspectives on the Effects of Participation in the C3WP. Inverness Research.
• Rewriting: How to Do Things with Texts
  Harris, J. (2006). Rewriting: How to Do Things with Texts. University Press of Colorado.
• Teaching Core Practices in Teacher Education
  Grossman, P. (2021). Teaching Core Practices in Teacher Education. Harvard Education Press.
• They Say, I Say: The Moves that Matter in Academic Writing
  Gerald, G., & Cathy, B. (2021). They Say, I Say: The Moves that Matter in Academic Writing. W.W. Norton & Company.
• 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
• Teacher Time Out: Educators Learning Together In and Through Practice
  Gibbons, L., Kazemi, E., Hintz, A., & Hartmann, E. (2017). Teacher Time Out: Educators Learning Together In and Through Practice. NCSM Journal of Mathematics Education Leadership, 18(2), 28–46.
• 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
• Leadership as the Practice of Improvement
  Elmore, R. F. (2008). Leadership as the Practice of Improvement (pp. 37–67). In B. Pont, D. Nusche & D. Hopkins (Eds). Improving School Leadership, Volume 2: Case Studies on System Leadership. OECD. https://doi.org/10.1787/9789264039551-4-en
• Examining How School Settings Support Teachers' Improvement of their Classroom Instruction
  Dunlap, C. J. (2016). Examining How School Settings Support Teachers’ Improvement of their Classroom Instruction [Ph.D., Vanderbilt University].
• Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation
  Dotson, L., & Foley, V. (2016). Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation. Journal of Learning in Higher Education, 12(2), 33–44.
• Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad
  Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad (p. 36). National Staff Development Council.
• 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.
• Developing Practice, Developing Practitioners: Toward a Practice-Based Theory of Professional Education
  Ball, D. L., & Cohen, D. K. (1999). Developing Practice, Developing Practitioners: Toward a Practice-Based Theory of Professional Education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the Learning Profession: Handbook of Policy and Practice (pp. 3–32). Wiley.
• Theory in Practice: Increasing Professional Effectiveness
  Argyris, C., & Schön, D. A. (1974). Theory in Practice: Increasing Professional Effectiveness. Jossey-Bass Publishers.
• Supplemental Supports for Currently Struggling Students
  Wilson, J., & Kelley, D. (2018). Supplemental Supports for Currently Struggling Students. In P. Cobb, K. Jackson, E. Henrick, & T. M. Smith, Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 169–179). Harvard Education Press.
• Understanding Content-Specific Instructional Coaching: On-the-Ground Support for Teacher Development
  Kane, B., Cobb, P., & Gibbons, L. (2018). Understanding Content-Specific Instructional Coaching: On-the-Ground Support for Teacher Development. In P. Cobb, K. Jackson, E. Henrick, & T. M. Smith, Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 113–134). Harvard Education Press.
• Black Utopia: The History of an Idea from Black Nationalism to Afrofuturism
  Zamalin, A. (2019). Black Utopia: The History of an Idea from Black Nationalism to Afrofuturism. Columbia University Press.
• Five Faces of Oppression
  Young, I. M. (2004). Five Faces of Oppression. In L. M. Heldke & P. O’Connor (Eds.), Oppression, Privilege, and Resistance: Theoretical Perspectives on Racism, Sexism, and Heterosexism. McGraw-Hill.
• Justice and the Politics of Difference
  Young, I. M. (2022). Justice and the Politics of Difference. Princeton University Press.
• Rethinking Prefiguration: Alternatives, Micropolitics and Goals in Social Movements
  Yates, L. (2015). Rethinking Prefiguration: Alternatives, Micropolitics and Goals in Social Movements. Social Movement Studies, 14(1), 1–21. https://doi.org/10.1080/14742837.2013.870883
• Highway to Reform: The Coupling of District Reading Policy and Instructional Practice
  Woulfin, S. L. (2015). Highway to Reform: The Coupling of District Reading Policy and Instructional Practice. Journal of Educational Change, 16(4), 535–557. https://doi.org/10.1007/s10833-015-9261-5
• Outstanding: Centering Black Kids’ Enoughness in Civic Education Research
  Woodson, A. N., & Love, B. L. (2019). Outstanding: Centering Black Kids’ Enoughness in Civic Education Research. Multicultural Perspectives, 21(2), 91–96. https://doi.org/10.1080/15210960.2019.1606631
• Undoing Border Imperialism
  Walia, H. (2014). Undoing Border Imperialism. AK Press.
• Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence
  Tzou, C., Meixi, Suárez, E., Bell, P., LaBonte, D., Starks, E., & Bang, M. (2019). Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence. Cognition and Instruction, 37(3), 306–326. https://doi.org/10.1080/07370008.2019.1624547
• Introduction: Born Under the Rising Sign of Social Justice
  Tuck, E., & Yang, K. W. (2018). Introduction: Born Under the Rising Sign of Social Justice. In E. Tuck & K. W. Yang (Eds.), Toward What Justice?: Describing Diverse Dreams of Justice in Education. Routledge.
• (Re)Writing Reality: Using Science Fiction to Analyze the World
  Toliver, S. R., & Miller, K. (2019). (Re)Writing Reality: Using Science Fiction to Analyze the World. English Journal, High School Edition, 108(3), 51–59.
• Deliberative Democratic Theory and Empirical Political Science
  Thompson, D. F. (2008). Deliberative Democratic Theory and Empirical Political Science. Annual Review of Political Science, 11(1), 497–520. https://doi.org/10.1146/annurev.polisci.11.081306.070555
• Relationships De Confianza and the Organisation of Collective Social Action
  Teeters, L. A., & Jurow, A. S. (2018). Relationships De Confianza and the Organisation of Collective Social Action. Ethnography and Education, 13(1), 84–99. https://doi.org/10.1080/17457823.2016.1271992
• Modern Social Imaginaries
  Taylor, C. (2004). Modern Social Imaginaries. Duke University Press.
• The New Imperial Order: Indigenous Responses to Globalization
  Stewart-Harawira, M. (2005). The New Imperial Order: Indigenous Responses to Globalization. Zed Books.
• A Social Capital Framework for the Study of Institutional Agents and Their Role in the Empowerment of Low-Status Students and Youth
  Stanton-Salazar, R. D. (2011). A Social Capital Framework for the Study of Institutional Agents and Their Role in the Empowerment of Low-Status Students and Youth. Youth & Society, 43(3), 1066–1109. https://doi.org/10.1177/0044118X10382877
• Teaching Kincentric Ecology in an Urban Environment
  Salmon, E. (2015). Teaching Kincentric Ecology in an Urban Environment. Journal of Sustainability Education, 10, 1–10.
• 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