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

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.

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.

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.

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

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

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

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

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

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

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

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

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

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

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

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 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

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

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

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

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

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

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.

Classroom Assessment

Shepard, L. A. (2006). Classroom Assessment. In R. L. Brennan (Ed.), Educational Measurement (pp. 623–646). Praeger Publishers.

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.

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.

Communities of Practice: Learning, Meaning, and Identity

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

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.

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.

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.

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.

Principal Instructional Leadership to Transform Elementary Mathematics School-Wide: Why Vision for Teacher Learning Matters

Kazemi, E., Resnick, A. F., & Gibbons, L. K. (n.d.). Principal Instructional Leadership to Transform Elementary Mathematics School-Wide: Why Vision for Teacher Learning Matters.

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

Organizational Learning: A Theory of Action Perspective

Argyris, C., & Schön, D. A. (1978). Organizational Learning: A Theory of Action Perspective. Addison-Wesley Publishing Company.

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.

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.

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

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

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

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

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

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

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

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.

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

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

Search

2219 items