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

Forty Years of Wicked Problems Literature: Forging Closer Links to Policy Studies

Head, B. W. (2019). Forty Years of Wicked Problems Literature: Forging Closer Links to Policy Studies. Policy and Society, 38(2), 180–197. https://doi.org/10.1080/14494035.2018.1488797

The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World

Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World. Harvard Business Press.

Assessing the Effectiveness of Computer Science RPPs: The Case of CAFÉCS

Henrick, E., McGee, S., Greenberg, R. I., Dettori, L., Rasmussen, A. M., Yanek, D., & Reed, D. F. (2019). Assessing the Effectiveness of Computer Science RPPs: The Case of CAFÉCS. 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), 1–5. https://doi.org/10.1109/RESPECT46404.2019.8985736

Journey Mapping: A Brief Overview

Howard, T. (2014). Journey Mapping: A Brief Overview. Communication Design Quarterly, 2(3), 10–13. https://doi.org/10.1145/2644448.2644451

Guide to Quality Control

Ishikawa, K. (1986). Guide to Quality Control. Asian Productivity Organization.

Organizations, Organizing, and Schools: Accessing Theoretical Tools and Models in Organization Theory

Johnson, B. L. (2019). Organizations, Organizing, and Schools: Accessing Theoretical Tools and Models in Organization Theory. In M. Connolly, D. Eddy-Spicer, C. James, & S. Kruse, The SAGE Handbook of School Organization (pp. 9–28). SAGE Publications Ltd. https://doi.org/10.4135/9781526465542.n2

Methods of Educational and Social Science Research: The Logic of Methods, Third Edition

Krathwohl, D. R. (2009). Methods of Educational and Social Science Research: The Logic of Methods, Third Edition. Waveland Press.

Lesson Study: A Handbook of Teacher-led Instructional Change

Lewis, C. C. (2002). Lesson Study: A Handbook of Teacher-led Instructional Change. Research for Better Schools.

Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction

Hurd, J., & Lewis, C. C. (2011). Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction. Heinemann.

Stuck in the Shallow End: Education, Race, and Computing

Margolis, J. (2010). Stuck in the Shallow End: Education, Race, and Computing. MIT Press.

CAFECS: Supporting Quality CS Access 4 All Chicago Students

McGee, S., Dettori, L., Greenberg, R., Rasmussen, A., Reed, D., & Yanek, D. (Directors). (2018, May 14). CAFECS: Supporting Quality CS Access 4 All Chicago Students. https://stemforall2018.videohall.com/presentations/1178

Opening the Black Box: Intervention Fidelity in a Randomized Trial of a Preschool Teacher Professional Development Program

Mendive, S., Weiland, C., Yoshikawa, H., & Snow, C. (2016). Opening the Black Box: Intervention Fidelity in a Randomized Trial of a Preschool Teacher Professional Development Program. Journal of Educational Psychology, 108, 130–145. https://doi.org/10.1037/edu0000047

Scientific Research in Education

National Research Council. (2001). Scientific Research in Education (R. J. Shavelson & L. Towne, Eds.). https://doi.org/10.17226/10236

The Improvement Science Dissertation in Practice: A Guide for Faculty, Committee Members, and their Students

Perry, J. A., Zambo, D., & Crow, R. (2020). The Improvement Science Dissertation in Practice: A Guide for Faculty, Committee Members, and their Students. Myers Education Press.

The Politics of Problem Definition: Shaping the Policy Agenda

Rochefort, D. A., & Cobb, R. W. (1994). The Politics of Problem Definition: Shaping the Policy Agenda. University Press of Kansas.

Our Mission and Vision

San Francisco Unified School District. (n.d.). Our Mission and Vision. San Francisco Unified School District (SFUSD). Retrieved November 4, 2022, from https://www.sfusd.edu/about-sfusd/our-mission-and-vision

The Fifth Discipline: The Art & Practice of The Learning Organization

Senge, P. M. (2006). The Fifth Discipline: The Art & Practice of The Learning Organization. Crown.

Causal Stories and the Formation of Policy Agendas

Stone, D. A. (1989). Causal Stories and the Formation of Policy Agendas. Political Science Quarterly, 104(2), 281–300. https://doi.org/10.2307/2151585

Policy Paradox: The Art of Political Decision Making

Stone, D. A. (1988). Policy Paradox: The Art of Political Decision Making. Norton.

Gestión del Tiempo en 12 Salas Chilenas de Kindergarten: Recreo, Colación y Algo de Instrucción

Strasser, K., Lissi, M. R., & Silva, M. (2009). Gestión del Tiempo en 12 Salas Chilenas de Kindergarten: Recreo, Colación y Algo de Instrucción. Psykhe (Santiago), 18(1), 85–96. https://doi.org/10.4067/S0718-22282009000100008

Democratizing Evidence in Education

Tseng, V., Fleischman, S., & Quintero, E. (2017). Democratizing Evidence in Education. In B. Bevan & W. R. Penuel (Eds.), Connecting Research and Practice for Educational Improvement (pp. 3–16). Routledge.

Problem Delimitation in Public Policy Analysis

Veselý, A. (2007). Problem Delimitation in Public Policy Analysis. Central European Journal of Public Policy, 1(01), 80–100.

Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes

Yoshikawa, H., Leyva, D., Snow, C. E., Treviño, E., Barata, M. C., Weiland, C., Gomez, C. J., Moreno, L., Rolla, A., D’Sa, N., & Arbour, M. C. (2015). Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. Developmental Psychology, 51, 309–322. https://doi.org/10.1037/a0038785

The Nature and Impact of Policy-Induced Partnerships Between Research and Practice Communities

Cousins, J. B., & Simon, M. (1996). The Nature and Impact of Policy-Induced Partnerships Between Research and Practice Communities. Educational Evaluation and Policy Analysis, 18(3), 199–218. https://doi.org/10.3102/01623737018003199

What Research Do State Education Agencies Really Need? The Promise and Limitations of State Longitudinal Data Systems

Conaway, C., Keesler, V., & Schwartz, N. (2015). What Research Do State Education Agencies Really Need? The Promise and Limitations of State Longitudinal Data Systems. Educational Evaluation and Policy Analysis, 37(1S), 16S-28S. https://doi.org/10.3102/0162373715576073

The Agenda Discourse: A Framework for Understanding the Federal Role in Improving Education Research

Cohen-Vogel, L., Socol, A. R., Edwards, T., & Xing, Q. W. (2016). The Agenda Discourse: A Framework for Understanding the Federal Role in Improving Education Research. The Association for Education Finance and Policy 41st Annual Conference, Denver, CO.

The Pushes and Pulls of New Localism: School-Level Instructional Arrangements, Instructional Resources, and Family-Community Partnerships

Cohen-Vogel, L., & Rutledge, S. (2009). The Pushes and Pulls of New Localism: School-Level Instructional Arrangements, Instructional Resources, and Family-Community Partnerships. Teachers College Record, 111(13), 70–103. https://doi.org/10.1177/016146810911101308

Authority, Status, and the Dynamics of Insider–Outsider Partnerships at the District Level

Coburn, C. E., Bae, S., & Turner, E. O. (2008). Authority, Status, and the Dynamics of Insider–Outsider Partnerships at the District Level. Peabody Journal of Education, 83(3), 364–399. https://doi.org/10.1080/01619560802222350

The Partnership for District Change: Challenges of Evidence Use in a Major Urban District

Coburn, C. E. (2010). The Partnership for District Change: Challenges of Evidence Use in a Major Urban District. In C. E. Coburn, M. K. Stein, J. Baxter, L. D’Amico, & A. Datnow (Eds.), Research and Practice in Education (pp. 167–182). Rowman & Littlefield Publishers.

Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change

Coburn, C. E. (2003). Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change. Educational Researcher, 32(6), 3–12. https://doi.org/10.3102/0013189X032006003

A Hub by Any Other Name

Clyburn, G. (2011, December 7). A Hub by Any Other Name. Carnegie Commons Blog. https://www.carnegiefoundation.org/blog/a-hub-by-any-another-name/

Boston Bombings: A Surgical View of Lessons Learned From Combat Casualty Care and the Applicability to Boston’s Terrorist Attack

Caterson, E. J., Carty, M. J., Weaver, M. J., & Holt, E. F. (2013). Boston Bombings: A Surgical View of Lessons Learned From Combat Casualty Care and the Applicability to Boston’s Terrorist Attack. Journal of Craniofacial Surgery, 24(4), 1061–1067. https://doi.org/10.1097/SCS.0b013e31829ff967

Why We Are Here: Early Reflections on the Role of Reconstructive Plastic Surgery in the 2013 Boston Marathon Bombings

Carty, M. J., Caterson, E. J., Caterson, S. A., Chun, Y. S., Erdmann-Sager, J., Hadad, I., Halvorson, E. G., Orgill, D. P., Sampson, C. E., Talbot, S. G., Theman, T., & Eriksson, E. (2013). Why We Are Here: Early Reflections on the Role of Reconstructive Plastic Surgery in the 2013 Boston Marathon Bombings. Plastic and Reconstructive Surgery, 132(6), 1623–1627. https://doi.org/10.1097/PRS.0b013e3182a98054

Design and Implementation of High School Reform: Perspectives from Research and Practice

Smith, T. M., Cannata, M., Cohen-Vogel, L., & Rutledge, S. A. (2016). Design and Implementation of High School Reform: Perspectives from Research and Practice. Teachers College Record, 118(13), 1–18. https://doi.org/10.1177/016146811611801303

Comprehensive Platform Networks for School Reform: A Leapfrog Strategy for Struggling State Systems

This article presents a review of the development of platform network models that rely on partnership contracts to implement comprehensive school reform. The literature from the previous three decades of development of school networks, emerging largely from the United States of America, is reviewed. The recent development of similar network models in South Africa is then presented for comparison. Through the addition of technology-based platforms, emerging models of platform networks are presented through a review of minimal contractual requirements for partnering school boards. Finally, implications for educational leaders, particularly in struggling, low-income school contexts in South Africa and the United States, are presented as the impetus for considering partnerships with existing platform networks and the development of additional public models.

Driving Results Through Social Networks: How Top Organizations Leverage Networks for Performance and Growth

Cross, R. L., & Thomas, R. J. (2008). Driving Results Through Social Networks: How Top Organizations Leverage Networks for Performance and Growth. John Wiley & Sons.

Reforming Again, Again, and Again

Cuban, L. (1990). Reforming Again, Again, and Again. Educational Researcher, 19(1), 3–13. https://doi.org/10.3102/0013189X019001003

Thinking More Deeply About Networks in Education

de Lima, J. Á. (2010). Thinking More Deeply About Networks in Education. Journal of Educational Change, 11(1), 1–21. https://doi.org/10.1007/s10833-008-9099-1

Revisiting Professional Learning Communities at Work: New Insights for Improving Schools

DuFour, R., DuFour, R. B., & Eaker, R. E. (2008). Revisiting Professional Learning Communities at Work: New Insights for Improving Schools. Solution Tree.

Building Common Knowledge at the Boundaries Between Professional Practices: Relational Agency and Relational Expertise in Systems of Distributed Expertise

Edwards, A. (2011). Building Common Knowledge at the Boundaries Between Professional Practices: Relational Agency and Relational Expertise in Systems of Distributed Expertise. International Journal of Educational Research, 50(1), 33–39. https://doi.org/10.1016/j.ijer.2011.04.007

School Reform from the Inside Out: Policy, Practice, and Performance

Elmore, R. F. (2004). School Reform from the Inside Out: Policy, Practice, and Performance. Harvard Education Press.

Disciplined Education Policy Research

Feuer, M. J. (2009). Commentary: Disciplined Education Policy Research. In Handbook of Education Policy Research. Routledge.

Coordinating Top-down and Bottom-up Strategies for Educational Reform

Fullan, M. G. (1994). Coordinating Top-down and Bottom-up Strategies for Educational Reform. In R. J. Anson (Ed.), Systemic Reform: Perspectives on Personalizing Education. U.S. Department of Education.

Organizations in Society

Gross, E., & Etzioni, A. (1985). Organizations in Society. Prentice-Hall.

Where’s the “Up” in Bottom-Up Reform?

Honig, M. I. (2004). Where’s the “Up” in Bottom-Up Reform? Educational Policy, 18(4), 527–561. https://doi.org/10.1177/0895904804266640

A Systemic Intervention Research Agenda for Reducing Inequality in School Outcomes

Kainz, K., Lippold, M., Sabatine, E., & Datus, R. (2018). A Systemic Intervention Research Agenda for Reducing Inequality in School Outcomes. Journal of Children and Poverty, 24(1), 69–80. https://doi.org/10.1080/10796126.2017.1401900

Lessons From a School District–University Research Partnership: The Houston Education Research Consortium

López Turley, R. N., & Stevens, C. (2015). Lessons From a School District–University Research Partnership: The Houston Education Research Consortium. Educational Evaluation and Policy Analysis, 37(1_suppl), 6S-15S. https://doi.org/10.3102/0162373715576074

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