2219 items

• [Book Review] Inquiry as Stance: Practitioner Research for the Next Generation
  Leavitt, D. (2010). Inquiry As Stance: Practitioner Research for the Next Generation [Book review]. i.e.: inquiry in education, 1(2). https://digitalcommons.nl.edu/ie/vol1/iss2/7
• Refusing Detroit’s Public School Failure: African American Women’s Educational Advocacy and Critical Care Versus the Politics of Disposability
  Wilson, C. M. (2015). Refusing Detroit’s Public School Failure: African American Women’s Educational Advocacy and Critical Care Versus the Politics of Disposability. Education Policy Analysis Archives, 23, 125–125. https://doi.org/10.14507/epaa.v23.1777
• The Formation of Community-Engaged Scholars: A Collaborative Approach to Doctoral Training in Education Research
  Warren, M. R., Park, S. O., & Tieken, M. C. (2016). The Formation of Community-Engaged Scholars: A Collaborative Approach to Doctoral Training in Education Research. Harvard Educational Review, 86(2), 233–260. https://doi.org/10.17763/0017-8055.86.2.233
• A Match on Dry Grass: Community Organizing as a Catalyst for School Reform
  Warren, M. R., & Mapp, K. L. (2011). A Match on Dry Grass: Community Organizing as a Catalyst for School Reform. Oxford University Press, USA.
• Beyond the Bake Sale: A Community-Based Relational Approach to Parent Engagement in Schools
  Warren, M. R., Hong, S., Rubin, C. L., & Sychitkokhong, P. U. (2009). Beyond the Bake Sale: A Community-Based Relational Approach to Parent Engagement in Schools. Teachers College Record, 111(9), 2209–2254. https://doi.org/10.1177/016146810911100901
• Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools: An Ethnographic Portrait
  Valdes, G. (1996). Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools: An Ethnographic Portrait. Teachers College Press.
• Suspending Damage: A Letter to Communities
  Tuck, E. (2009). Suspending Damage: A Letter to Communities. Harvard Educational Review, 79(3), 409–427. https://doi.org/10.17763/haer.79.3.n0016675661t3n15
• Re-Imagining and Humanizing Parent-Teacher Conversations and Interactions through Role-Play
  Tavares, H. (2020). Re-Imagining and Humanizing Parent-Teacher Conversations and Interactions through Role-Play. Family Leadership Design Collaborative. https://familydesigncollab.org/2020/07/17/roleplay/
• Circling To Move Ahead: Building Asian American Community Power For Educational Justice
  Okuno, E., Chen, J. C., & Huang, M. (2020). Circling To Move Ahead: Building Asian American Community Power For Educational Justice. https://familydesigncollab.org/2020/04/25/circling-to-move-ahead-building-asian-american-community-power-for-educational-justice/
• Decolonizing Methodologies: Research and Indigenous Peoples
  Smith, L. T. (2012). Decolonizing Methodologies: Research and Indigenous Peoples. Otago University Press.
• The Power of Parents: A Critical Perspective of Bicultural Parent Involvement in Public Schools
  Olivos, E. M. (2006). The Power of Parents: A Critical Perspective of Bicultural Parent Involvement in Public Schools. Peter Lang.
• Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit
  Archibald, J.-A. (2008). Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit. University of British Columbia Press. https://press.uchicago.edu/ucp/books/book/distributed/I/bo70082269.html
• Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures
  Bang, M. (2020). Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures. Cognition and Instruction, 38(3), 434–444. https://doi.org/10.1080/07370008.2020.1777999
• Community-Based Design Research: Learning Across Generations and Strategic Transformations of Institutional Relations Toward Axiological Innovations
  Bang, M., Faber, L., Gurneau, J., Marin, A., & Soto, C. (2016). Community-Based Design Research: Learning Across Generations and Strategic Transformations of Institutional Relations Toward Axiological Innovations. Mind, Culture, and Activity, 23(1), 28–41. https://doi.org/10.1080/10749039.2015.1087572
• Equity Issues in Parental and Community Involvement in Schools: What Teacher Educators Need to Know
  Baquedano-López, P., Alexander, R. A., & Hernandez, S. J. (2013). Equity Issues in Parental and Community Involvement in Schools: What Teacher Educators Need to Know. Review of Research in Education, 37(1), 149–182. https://doi.org/10.3102/0091732X12459718
• On the Theoretical Breadth of Design-Based Research in Education
  Bell, P. (2004). On the Theoretical Breadth of Design-Based Research in Education. Educational Psychologist, 39(4), 243–253. https://doi.org/10.1207/s15326985ep3904_6
• Toward a Tribal Critical Race Theory in Education
  Brayboy, B. M. J. (2005). Toward a Tribal Critical Race Theory in Education. The Urban Review, 37(5), 425–446. https://doi.org/10.1007/s11256-005-0018-y
• Revolutionizing Education: Youth Participatory Action Research in Motion
  Cammarota, J., & Fine, M. (Eds.). (2008). Revolutionizing Education: Youth Participatory Action Research in Motion. Routledge. https://doi.org/10.4324/9780203932100
• Cultural Psychology: A Once and Future Discipline?
  Cole, M. (1998). Cultural Psychology: A Once and Future Discipline? Harvard University Press.
• Top Health Concerns for Kids in 2020 During the Pandemic
  C. S. Mott Children’s Hospital National Poll on Children’s Health. (2020). Top Health Concerns for Kids in 2020 During the Pandemic. Mott Poll Report, 37(4), 1–2.
• Design-Based Research: An Emerging Paradigm for Educational Inquiry
  Design-Based Research Collective. (2003). Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, 32(1), 5–8. https://doi.org/10.3102/0013189X032001005
• New Forms of Learning in Co-configuration Work
  Engeström, Y. (2004). New Forms of Learning in Co-configuration Work. Journal of Workplace Learning, 16(1–2), 11–21. https://doi.org/10.1108/13665620410521477
• From Design Experiments to Formative Interventions
  Engeström, Y. (2011). From Design Experiments to Formative Interventions. Theory & Psychology, 21(5), 598–628. https://doi.org/10.1177/0959354311419252
• Where the Action Is: On Collaborative Action Research in Education
  Erickson, F. (1995). Where the Action Is: On Collaborative Action Research in Education. Bulletin of the Council for Research in Music Education.
• Scaling Down: A Modest Proposal for Practice-based Policy Research in Teaching
  Erickson, F. (2014). Scaling Down: A Modest Proposal for Practice-based Policy Research in Teaching. Education Policy Analysis Archives, 22, 9–9. https://doi.org/10.14507/epaa.v22n9.2014
• Humanization and Social Dreaming: A Case Study of Changing Social Relations in a Summer Migrant Educational Program
  Espinoza, M. L. (2008). Humanization and Social Dreaming: A Case Study of Changing Social Relations in a Summer Migrant Educational Program [Ph.D., University of California, Los Angeles].
• [Ap]parent Involvement: Reflections on Parents, Power, and Urban Public Schools
  Fine, M. (1993). [Ap]parent Involvement: Reflections on Parents, Power, and Urban Public Schools. Teachers College Record, 94(4), 1–19. https://doi.org/10.1177/016146819309400402
• Participatory Action Research: From Within and Beyond Prison Bars
  Fine, M., Torre, M. E., Boudin, K., Bowen, I., Clark, J., Hylton, D., Martinez, M., Missy, Roberts, R. A., Smart, P., & Upegui, D. (2003). Participatory Action Research: From Within and Beyond Prison Bars. In Qualitative Research in Psychology: Expanding Perspectives in Methodology and Design (pp. 173–198). American Psychological Association. https://doi.org/10.1037/10595-010
• Critical Youth Engagement: Participatory Action Research and Organizing
  Fox, M., Mediratta, K., Ruglis, J., Stoudt, B., Shah, S., & Fine, M. (2010). Critical youth engagement: Participatory action research and organizing. In Handbook of research on civic engagement in youth (pp. 621–649). John Wiley & Sons, Inc. https://doi.org/10.1002/9780470767603.ch23
• Blaming Parents of Color for Their Own Oppression Is an American Pastime
  Fryberg, S. A., & Bang, M. (2018, June 30). Blaming Parents of Color for Their Own Oppression Is an American Pastime. Education Week. http://www.edweek.org/leadership/opinion-blaming-parents-of-color-for-their-own-oppression-is-an-american-pastime/2018/06
• Developing a Sociocritical Literacy in the Third Space
  Gutiérrez, K. D. (2008). Developing a Sociocritical Literacy in the Third Space. Reading Research Quarterly, 43(2), 148–164. https://doi.org/10.1598/RRQ.43.2.3
• Relevance to Practice as a Criterion for Rigor
  Gutiérrez, K. D., & Penuel, W. R. (2014). Relevance to Practice as a Criterion for Rigor. Educational Researcher, 43(1), 19–23. https://doi.org/10.3102/0013189X13520289
• A "Gap-Gazing" Fetish in Mathematics Education? Problematizing Research on the Achievement Gap
  Gutiérrez, R. (2008). A “Gap-Gazing” Fetish in Mathematics Education? Problematizing Research on the Achievement Gap. Journal for Research in Mathematics Education, 39(4), 357–364.
• Bending the River: Cultivating Indigenous Wellbeing in Chicago
  Family Leadership Design Collaborative. (2020). Bending the River: Cultivating Indigenous Wellbeing in Chicago. Family Leadership Design Collaborative. https://familydesigncollab.org/2020/04/18/bending-the-river-cultivating-indigenous-wellbeing-in-chicago/
• Fostering Family-Educator Collaboration for Parent Power in Salt Lake City
  Family Leadership Design Collaborative. (2020). Fostering Family-Educator Collaboration for Parent Power in Salt Lake City. Family Leadership Design Collaborative. https://familydesigncollab.org/2020/04/23/fostering-family-educator-collaboration-for-parent-power-in-salt-lake-city/
• Toward a Transformative Research and Practice Agenda for Racial Equity in Family Engagement
  Ishimaru, A. M., & Bang, M. (2016). Toward a Transformative Research and Practice Agenda for Racial Equity in Family Engagement (Family Leadership Design Collaborative White Paper, pp. 1–18) [White Paper]. Family Leadership Design Collaborative. https://familydesigncollab.org/2016/11/30/toward-a-transformative-research-and-practice-agenda-for-racial-equity-in-family-engagement/
• Centering Black Families and Justice-Focused Educators during Pandemic Remote Schooling
  Ishimaru, A. M., Barajas-López, F., Sun, M., Shah, N., Li, A., Scarlett, K., Anderson, E., Al-ansi, M., Mead, K., Schneider, L., Prinzing, M., & Northern, D. (2021). Centering Black Families and Justice-Focused Educators during Pandemic Remote Schooling (pp. 1–47). Partnering for Racial Equity Research-Practice Partnership. https://familydesigncollab.org/2021/03/18/centering-black-families-and-justice-focused-educators-during-pandemic-remote-schooling/
• Indigenous Methodologies: Characteristics, Conversations, and Contexts
  Kovach, M. (2021). Indigenous Methodologies: Characteristics, Conversations, and Contexts, Second Edition. University of Toronto Press. https://utorontopress.com/9781487525644/indigenous-methodologies
• Toward a Critical Race Theory of Education
  Ladson-Billings, G., & Tate, W. F. (1995). Toward a Critical Race Theory of Education. Teachers College Record, 97(1), 47–68. https://doi.org/10.1177/016146819509700104
• What Does Partnership Taste Like? Reimagining Family-School Partnerships through Participatory Design Research
  López, G., Yanagui, A., & Kuttner, P. (2017). What Does Partnership Taste Like? Reimagining Family-School Partnerships through Participatory Design Research (pp. 1–31). Family Leadership Design Collaborative. https://familydesigncollab.org/2017/04/29/what-does-partnership-taste-like-reimagining-family-school-partnerships-through-participatory-design-research/
• Community-Based Design Partnerships: Examples from a New Generation of CHAT/DBR
  Melendez, J. W., Radinsky, J., Vossoughi, S., Marin, A. M., Bang, M., Nolan, C. M., Phillips, N. C., Lund, V. K., Gonzales, W., Allen, S., Bild, D., Bruton, I., Carmichae, J., Martell, E., Schmidt, A., Jurow, A. S., & Hall, R. (2018). Community-Based Design Partnerships: Examples from a New Generation of CHAT/DBR. Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 2, 1312–1319. https://repository.isls.org/handle/1/610
• Revolutionizing Inquiry in Urban English Classrooms: Pursuing Voice and Justice through Youth Participatory Action Research
  Mirra, N., Filipiak, D., & Garcia, A. (2015). Revolutionizing Inquiry in Urban English Classrooms: Pursuing Voice and Justice through Youth Participatory Action Research. The English Journal, 105(2), 49–57.
• Learning Power: Organizing for Education and Justice
  Oakes, J., & Rogers, J. (2006). Learning Power: Organizing for Education and Justice. Teachers College Press.
• Teaching Improvement Science in Educational Leadership: A Pedagogical Guide
  Spaulding, D. T., Crow, R., & Hinnant-Crawford, B. N. (Eds.). (2021). Teaching Improvement Science in Educational Leadership: A Padegogical Guide. Myers Education Press. https://styluspub.presswarehouse.com/browse/book/9781975503758/Teaching-Improvement-Science-in-Educational-Leadership
• SunBay Digital Mathematics Project
  
  SunBay Math. (n.d.). Retrieved August 15, 2022, from https://sunbaymath.org/
• PRIMES (Parents Rediscovering and Interacting with Math and Engaging Schools) Project
  Primes: Getting Parents Involved. (2005, March 8). https://web.archive.org/web/20050308013022/http://primes.wested.org/
• Designing Usable Technologies for Practical Measurement and Improvement Efforts
  Dissemination. (n.d.). PMR2. Retrieved August 15, 2022, from https://www.pmr2.org/dissemination
• NEPC Talks Education: An Interview with Ann Ishimaru and Parents From the Supporting Partnerships in Education and Beyond Organization
  
  Saldaña, C., & Ishimaru, A. M. (2021). NEPC Talks Education: An Interview with Ann Ishimaru and Parents From the Supporting Partnerships in Education and Beyond Organization. https://nepc.colorado.edu/publication/podcast-saldana-ishimaru
• Reinforcing Deficit, Journeying Toward Equity: Cultural Brokering in Family Engagement Initiatives
  Ishimaru, A. M., Torres, K. E., Salvador, J. E., Lott, J., Williams, D. M. C., & Tran, C. (2016). Reinforcing Deficit, Journeying Toward Equity: Cultural Brokering in Family Engagement Initiatives. American Educational Research Journal, 53(4), 850–882. https://doi.org/10.3102/0002831216657178
• From 'Best' to 'Next' Practices in Family Engagement for Educational Justice
  Ishimaru, A. M. (2019). From “Best” to “Next” Practices in Family Engagement for Educational Justice. EmbraceRace. https://www.embracerace.org/resources/from-best-to-next-practices-in-family-engagement-for-educational-justice