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

The Power of Third Sector Organizations in Public Education

Kolleck, N. (2019). The Power of Third Sector Organizations in Public Education. Journal of Educational Administration, 57(4), 411–425. https://doi.org/10.1108/JEA-08-2018-0142

The Role and Impact of Public-Private Partnerships in Education

Patrinos, H. A., Barrera-Osorio, F., & Guaqueta, J. (2009). The Role and Impact of Public-Private Partnerships in Education. World Bank. https://doi.org/10.1596/978-0-8213-7866-3

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

Theorizing Chinese Lesson Study From a Cultural Perspective

Chen, X. (2017). Theorizing Chinese Lesson Study From a Cultural Perspective. International Journal for Lesson and Learning Studies, 6(4), 283–292. https://doi.org/10.1108/IJLLS-12-2016-0059

School-Based Teaching Research and Lesson-Case Study in Mediating the Second-Cycle Curriculum Reform in Shanghai

Fang, Y. (2017). School-Based Teaching Research and Lesson-Case Study in Mediating the Second-Cycle Curriculum Reform in Shanghai. International Journal for Lesson and Learning Studies, 6(4), 293–305. https://doi.org/10.1108/IJLLS-02-2017-0010

Learning From the Masters: Shanghai’s Teacher-Expertise Infusion System

Cravens, X., & Wang, J. (2017). Learning From the Masters: Shanghai’s Teacher-Expertise Infusion System. International Journal for Lesson and Learning Studies, 6(4), 306–320. https://doi.org/10.1108/IJLLS-12-2016-0061

Perceived Professional Knowledge and Competence of Mathematics Specialists and Its Development in China

Huang, R., Zhang, J., Mok, I. A. C., Zhao, W., Zhou, Y., & Wu, Z. (2017). Perceived Professional Knowledge and Competence of Mathematics Specialists and Its Development in China. International Journal for Lesson and Learning Studies, 6(4), 321–335. https://doi.org/10.1108/IJLLS-12-2016-0056

Chinese Lesson Study, Learning Study and Keys to Learning

Pang, M. F., & Marton, F. (2017). Chinese Lesson Study, Learning Study and Keys to Learning. International Journal for Lesson and Learning Studies, 6(4), 336–347. https://doi.org/10.1108/IJLLS-01-2017-0005

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

Improving Core Instructional Practice in Mathematics Teaching Through Lesson Study

Huang, R., Barlow, A. T., & Haupt, M. E. (2017). Improving Core Instructional Practice in Mathematics Teaching Through Lesson Study. International Journal for Lesson and Learning Studies, 6(4), 365–379. https://doi.org/10.1108/IJLLS-12-2016-0055

Cultural Transposition of Chinese Lesson Study to Italy: An Exploratory Study on Fractions in a Fourth-Grade Classroom

Bartolini Bussi, M. G., Bertolini, C., Ramploud, A., & Sun, X. (2017). Cultural Transposition of Chinese Lesson Study to Italy: An Exploratory Study on Fractions in a Fourth-Grade Classroom. International Journal for Lesson and Learning Studies, 6(4), 380–395. https://doi.org/10.1108/IJLLS-12-2016-0057

Continuity and Change: Chinese Lesson Study Redefined in the Context of Key Competencies-Based Reform

Fang, Y., Paine, L., & Huang, R. (2022). Continuity and Change: Chinese Lesson Study Redefined in the Context of Key Competencies-Based Reform. International Journal for Lesson & Learning Studies, 11(2), 49–59. https://doi.org/10.1108/IJLLS-04-2022-0057

Facilitating EFL Teachers’ Professional Development Through CLS of English Literature Instruction

Zhang, H., & Luo, S. (2022). Facilitating EFL Teachers’ Professional Development Through CLS of English Literature Instruction. International Journal for Lesson & Learning Studies, 11(2), 60–72. https://doi.org/10.1108/IJLLS-09-2021-0074

Subject Competency Framework in Fostering High-End Lesson Study – A Case of Teaching “Properties of Iron Salts” Unit in a Senior High School

Wang, L., Wang, Q., Kong, S., Hu, J., & Chen, X. (2022). Subject Competency Framework in Fostering High-End Lesson Study – A Case of Teaching “Properties of Iron Salts” Unit in a Senior High School. International Journal for Lesson & Learning Studies, 11(2), 73–90. https://doi.org/10.1108/IJLLS-11-2021-0103

Teacher Mindset Change in Boundary-Crossing Lesson Study: A Case From China

Chen, X., Ou, Q., An, C., & Zhang, D. (2022). Teacher Mindset Change in Boundary-Crossing Lesson Study: A Case From China. International Journal for Lesson & Learning Studies, 11(2), 91–105. https://doi.org/10.1108/IJLLS-03-2021-0019

How Does Lesson Study Promote District Education Reform? – A Case Study of a District in Shanghai

An, G., Chen, Y., Fang, Y., & Liu, J. (2022). How Does Lesson Study Promote District Education Reform? – A Case Study of a District in Shanghai. International Journal for Lesson & Learning Studies, 11(2), 106–120. https://doi.org/10.1108/IJLLS-01-2022-0003

Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line

Huang, X., Huang, R., & Lai, M. Y. (2021). Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line. International Journal for Lesson & Learning Studies, 11(2), 121–132. https://doi.org/10.1108/IJLLS-03-2021-0026

A Teacher’s Learning of Transforming Curriculum Reform Ideas Into Classroom Practices in Lesson Study in China

Zhao, W., Huang, R., Cao, Y., Ning, R., & Zhang, X. (2022). A Teacher’s Learning of Transforming Curriculum Reform Ideas Into Classroom Practices in Lesson Study in China. International Journal for Lesson & Learning Studies, 11(2), 133–146. https://doi.org/10.1108/IJLLS-07-2021-0056

Chinese Lesson Study: Critical Aspects of Transfer From China to Italy

Ramploud, A., Funghi, S., & Bartolini, M. G. (2022). Chinese Lesson Study: Critical Aspects of Transfer From China to Italy. International Journal for Lesson & Learning Studies, 11(2), 147–160. https://doi.org/10.1108/IJLLS-04-2021-0031

Third Space with Dr. Kris Gutiérrez

Baker, E. A., & Gutierrez, K. (2008, November 17). Third Space. Voice of Literacy. Podcast retrieved from http://voiceofliteracy.org

Road Map Project

Road Map Project. (n.d.). Retrieved August 14, 2022, from https://roadmapproject.org/

SUMMA: Laboratory for Research and Innovation in Education for Latin America and the Caribbean

SUMMA: Laboratorio de Investigación e Innovación en Educación para América Latina y el Caribe. (n.d.). ¿Quiénes somos? Retrieved from https://www.summaedu.org/

Preparing Teachers as Democratic Professionals

Zeichner, K. (2020). Preparing Teachers as Democratic Professionals. Action in Teacher Education, 42(1), 38–48. https://doi.org/10.1080/01626620.2019.1700847

Vygotsky and the Social Formation of Mind

Wertsch, J. V. (1988). Vygotsky and the Social Formation of Mind. Harvard University Press.

Robot Teachers, Racist Algorithms, and Disaster Pedagogy

Watters, A. (2020, September 3). Robot Teachers, Racist Algorithms, and Disaster Pedagogy. Hack Education. http://hackeducation.com/2020/09/03/racist-robots

Thinking and Speech

Vygotsky, L. S. (1987). Thinking and Speech. In N. Minick (Trans.), The Collected Works of L. S. Vygotsky: Child Psychology. Springer Science & Business Media.

Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity

Vossoughi, S., Hooper, P. K., & Escudé, M. (2016). Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity. Harvard Educational Review, 86(2), 206–232. https://doi.org/10.17763/0017-8055.86.2.206

Critical Pedagogy and Sociocultural Theory

Vossoughi, S., & Gutiérrez, K. D. (2016). Critical Pedagogy and Sociocultural Theory. In Power and Privilege in the Learning Sciences. Routledge.

The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems

VanLehn, K. (2011). The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems. Educational Psychologist, 46(4), 197–221. https://doi.org/10.1080/00461520.2011.611369

Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan

Thomas, S. (2016). Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan. In Office of Educational Technology, US Department of Education. Office of Educational Technology, US Department of Education. https://eric.ed.gov/?id=ED571884

Counter-Mapping the Neighborhood on Bicycles: Mobilizing Youth to Reimagine the City

Taylor, K. H., & Hall, R. (2013). Counter-Mapping the Neighborhood on Bicycles: Mobilizing Youth to Reimagine the City. Technology, Knowledge and Learning, 18(1), 65–93. https://doi.org/10.1007/s10758-013-9201-5

Pasteur's Quadrant: Basic Science and Technological Innovation

Stokes, D. E. (2011). Pasteur’s Quadrant: Basic Science and Technological Innovation. Brookings Institution Press.

Technological Support for Teachers Transitioning to Project-Based Science Practices

Soloway, E., Krajcik, J. S., Blumenfeld, P., & Marx, R. (1996). Technological Support for Teachers Transitioning to Project-Based Science Practices. In T. Koschmann (Ed.), CSCL: Theory and Practice of an Emerging Paradigm. Routledge.

Teaching Machines

Skinner, B. F. (1960). Teaching Machines. The Review of Economics and Statistics, 42(3), 189–191. https://doi.org/10.2307/1926170

Constructing Extended Inquiry Projects: Curriculum Materials for Science Education Reform

Singer, J., Marx, R. W., Krajcik, J., & Clay Chambers, J. (2000). Constructing Extended Inquiry Projects: Curriculum Materials for Science Education Reform. Educational Psychologist, 35(3), 165–178. https://doi.org/10.1207/S15326985EP3503_3

Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment

Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment. Educational Measurement: Issues and Practice, 37(1), 21–34. https://doi.org/10.1111/emip.12189

The Role of Assessment in a Learning Culture

Shepard, L. A. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004

On Two Metaphors for Learning and the Dangers of Choosing Just One

Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher, 27(2), 4–13. https://doi.org/10.3102/0013189X027002004

Psychologists, Process, Performance

Scribner, S. (1997). Psychologists, Process, Performance. In E. Tobach, R. J. Falmagne, M. B. Parlee, L. M. W. Martin, & A. S. Kapelman (Eds.), Mind and Social Practice: Selected Writings of Sylvia Scribner. Cambridge University Press.

Distributed Cognitions: Psychological and Educational Considerations

Salomon, G. (1993). Distributed Cognitions: Psychological and Educational Considerations. Cambridge University Press.

The End of Average: How We Succeed in a World That Values Sameness

Rose, T. (2015). The End of Average: How We Succeed in a World That Values Sameness. HarperOne/HarperCollins.

Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation, and Apprenticeship

Rogoff, B. (1995). Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation, and Apprenticeship. In Sociocultural studies of mind (pp. 139–164). Cambridge University Press. https://doi.org/10.1017/CBO9781139174299.008

Apprenticeship in Thinking: Cognitive Development in Social Context

Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context (pp. xiv, 242). Oxford University Press.

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