2219 items

• Building Coherence for Instructional Improvement Through Professional Development: A Design-Based Implementation Research Study
  Stosich, E. L., Bocala, C., & Forman, M. (2018). Building Coherence for Instructional Improvement Through Professional Development: A Design-Based Implementation Research Study. Educational Management Administration & Leadership, 46(5), 864–880. https://doi.org/10.1177/1741143217711193
• Steps Toward an Ecology of Infrastructure: Design and Access for Large Information Spaces
  Star, S. L., & Ruhleder, K. (1996). Steps Toward an Ecology of Infrastructure: Design and Access for Large Information Spaces. Information Systems Research, 7(1), 111–134. https://doi.org/10.1287/isre.7.1.111
• Social Capital and the Reproduction of Inequality: Information Networks among Mexican-Origin High School Students
  Stanton-Salazar, R. D., & Dornbusch, S. M. (1995). Social Capital and the Reproduction of Inequality: Information Networks among Mexican-Origin High School Students. Sociology of Education, 68(2), 116–135. https://doi.org/10.2307/2112778
• Building Equity in Research-Practice Partnerships
  Ryoo, J. J., Choi, M., & McLeod, E. (2015). Building Equity in Research-Practice Partnerships. http://researchandpractice.org/wp-content/uploads/2015/10/BuildingEquity_Oct2015.pdf
• The Social Organization of Networked Improvement Communities
  Russell, J. L., Bryk, A. S., Dolle, J. R., Gomez, L. M., LeMahieu, P. G., & Grunow, A. (2019, April). The Social Organization of Networked Improvement Communities. American Educational Research Association Annual Meeting, Toronto, ON.
• Dignity Affirming Care: A Conceptual Framework for Understanding the Impact of Research-Practice Partnerships
  Riedy, R. (in progress). Dignity Affirming Care: A Conceptual Framework for Understanding the Impact of Research-Practice Partnerships.
• A Theory of Racialized Organizations
  Ray, V. (2019). A Theory of Racialized Organizations. American Sociological Review, 84(1), 26–53. https://doi.org/10.1177/0003122418822335
• The Learning Sciences in a New Era of U.S. Nationalism
  Politics of Learning Writing Collective. (2017). The Learning Sciences in a New Era of U.S. Nationalism. Cognition and Instruction, 35(2), 91–102. https://doi.org/10.1080/07370008.2017.1282486
• Designing Formative Assessment Software With Teachers: An Analysis of the Co-design Process
  Penuel, W. R., Roschelle, J., & Shechtman, N. (2007). Designing Formative Assessment Software With Teachers: An Analysis of the Co-design Process. Research and Practice in Technology Enhanced Learning, 02(01), 51–74. https://doi.org/10.1142/S1793206807000300
• Analysing Teachers’ Curriculum Implementation From Integrity and Actor-Oriented Perspectives
  Penuel, W. R., Phillips, R. S., & Harris, C. J. (2014). Analysing Teachers’ Curriculum Implementation From Integrity and Actor-Oriented Perspectives. Journal of Curriculum Studies, 46(6), 751–777. https://doi.org/10.1080/00220272.2014.921841
• Negotiating Problems of Practice in Research–Practice Design Partnerships
  Penuel, W. R., Phillips, R. S., & Harris, C. J. (2014). Analysing teachers’ curriculum implementation from integrity and actor-oriented perspectives. Journal of Curriculum Studies, 46(6), 751–777. https://doi.org/10.1080/00220272.2014.921841
• Building a Networked Improvement Community to Promote Equitable, Coherent Systems of Science Education: How a State-Level Team Can Support District-Level Change Efforts
  Penuel, W. R., Shaw, S., Bell, P., Hopkins, M., Neill, T., & Farrell, C. C. (2018). Building a Networked Improvement Community to Promote Equitable, Coherent Systems of Science Education: How a State-Level Team Can Support District-Level Change Efforts. AASA Journal of Scholarship & Practice, 15(1), 30–38.
• Decolonizing Educational Research: From Ownership to Answerability
  Patel, L. (2015). Decolonizing Educational Research: From Ownership to Answerability. Routledge. https://doi.org/10.4324/9781315658551
• Humanizing Research: Decolonizing Qualitative Inquiry With Youth and Communities
  Paris, D., & Winn, M. T. (2014). Humanizing Research: Decolonizing Qualitative Inquiry With Youth and Communities. SAGE.
• Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research
  O’Donnell, C. L. (2008). Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research. Review of Educational Research, 78(1), 33–84. https://doi.org/10.3102/0034654307313793
• Radical Change through Radical Means: Learning Power
  Oakes, J., & Rogers, J. (2007). Radical Change through Radical Means: Learning Power. Journal of Educational Change, 8(3), 193–206. https://doi.org/10.1007/s10833-007-9031-0
• Toward a Deeper Understanding of the Diversity Rationale
  Moses, M. S., & Chang, M. J. (2006). Toward a Deeper Understanding of the Diversity Rationale. Educational Researcher, 35(1), 6–11. https://doi.org/10.3102/0013189X035001006
• Practice-Driven Data: Lessons from Chicago's Approach to Research, Data, and Practice in Education
  Moeller, E., Seeskin, A., & Nagaoka, J. (2018). Practice-Driven Data: Lessons from Chicago’s Approach to Research, Data, and Practice in Education. UChicago Consortium on School Research.
• What We Need in Education is More Integrity (and Less Fidelity) of Implementation
  LeMahieu, P. G. (2011, October 11). What We Need in Education is More Integrity (and Less Fidelity) of Implementation. Carnegie Commons Blog. https://www.carnegiefoundation.org/blog/what-we-need-in-education-is-more-integrity-and-less-fidelity-of-implementation/
• Communities of Practice Across Institutions
  Laferrière, T., & Gervais, F. (2008). Communities of Practice Across Institutions. In C. Kimble, P. Hildreth, & I. Bourdon (Eds.), Communities of Practice: Creating Learning Environments for Educators (pp. 179–198). Information Age Publishing.
• Contested Terrain: A History of Education Research in the United States, 1890–1990
  Lagemann, E. C. (1997). Contested Terrain: A History of Education Research in the United States, 1890–1990. Educational Researcher, 26(9), 5–17. https://doi.org/10.3102/0013189X026009005
• Rethinking Critical Theory and Qualitative Research
  Kincheloe, J. L., & McLaren, P. (2011). Rethinking Critical Theory and Qualitative Research. In K. Hayes, S. R. Steinberg, & K. Tobin (Eds.), Key Works in Critical Pedagogy (pp. 285–326). SensePublishers. https://doi.org/10.1007/978-94-6091-397-6_23
• Community Design Circles: Co-designing Justice and Wellbeing in Family-Community-Research Partnerships
  Ishimaru, A. M., Rajendran, A., Nolan, C. M., & Bang, M. (2018). Community Design Circles: Co-designing Justice and Wellbeing in Family-Community-Research Partnerships. Journal of Family Diversity in Education, 3(2), 38–63. https://doi.org/10.53956/jfde.2018.133
• Re-designing Infrastructure as a Strategy for Crafting Coherence Across Three Networks Focused on the Implementation of the Next Generation Science Standards
  Hall, J. L., Campbell, T., & Lundgren, L. (2021). Re-designing Infrastructure as a Strategy for Crafting Coherence Across Three Networks Focused on the Implementation of the Next Generation Science Standards. Journal of Research in Science Teaching, 58(7), 956–979. https://doi.org/10.1002/tea.21688
• Social Design-Based Experiments: A Utopian Methodology for Understanding New Possibilities for Learning
  Gutiérrez, K. D., Jurow, A. S., & Vakil, S. (2020). Social Design-Based Experiments: A Utopian Methodology for Understanding New Possibilities for Learning. In Handbook of the Cultural Foundations of Learning. Routledge.
• Diffusion of Innovations in Service Organizations: Systematic Review and Recommendations
  Greenhalgh, T., Robert, G., Macfarlane, F., Bate, P., & Kyriakidou, O. (2004). Diffusion of Innovations in Service Organizations: Systematic Review and Recommendations. The Milbank Quarterly, 82(4), 581–629. https://doi.org/10.1111/j.0887-378X.2004.00325.x
• Pedagogy of the Oppressed
  Freire, P. (2000). Pedagogy of the Oppressed: 30th Anniversary Edition (M. B. Ramos, Trans.). Continuum.
• End-User Development and Meta-design: Foundations for Cultures of Participation
  Fischer, G. (2009). End-User Development and Meta-design: Foundations for Cultures of Participation. In V. Pipek, M. B. Rosson, B. de Ruyter, & V. Wulf (Eds.), End-User Development (pp. 3–14). Springer. https://doi.org/10.1007/978-3-642-00427-8_1
• “What the Hell Is This, and Who the Hell Are You?” Role and Identity Negotiation in Research-Practice Partnerships
  Farrell, C. C., Harrison, C., & Coburn, C. E. (2019). “What the Hell Is This, and Who the Hell Are You?” Role and Identity Negotiation in Research-Practice Partnerships. AERA Open, 5(2), 2332858419849595. https://doi.org/10.1177/2332858419849595
• Absorptive Capacity: A Conceptual Framework for Understanding District Central Office Learning
  Farrell, C. C., & Coburn, C. E. (2017). Absorptive Capacity: A Conceptual Framework for Understanding District Central Office Learning. Journal of Educational Change, 18(2), 135–159. https://doi.org/10.1007/s10833-016-9291-7
• Improvement Versus Transformation
  Engeström, Y. (2017). Improvement Versus Transformation. Education didactique, 11(2), 31–34.
• Bringing Answers to Educators: Guiding Principles for Research Syntheses
  Dynarski, M. (2008). Bringing Answers to Educators: Guiding Principles for Research Syntheses. Educational Researcher, 37(1), 27–29. https://doi.org/10.3102/0013189X08315011
• A Radical Doctrine: Abolitionist Education in Hard Times
  Dunn, D. C., Chisholm, A., Spaulding, E., & Love, B. L. (2021). A Radical Doctrine: Abolitionist Education in Hard Times. Educational Studies, 57(3), 211–223. https://doi.org/10.1080/00131946.2021.1892684
• Design Experimentation and Mutual Appropriation: Two Strategies for University/Community Collaborative After-School Interventions
  Downing-Wilson, D., Lecusay, R., & Cole, M. (2011). Design Experimentation and Mutual Appropriation: Two Strategies for University/Community Collaborative After-School Interventions. Theory & Psychology, 21(5), 656–680. https://doi.org/10.1177/0959354311414456
• Strategic Education Research Partnership
  Donovan, M. S., Wigdor, A. K., & Snow, C. E. (Eds.). (2003). Strategic Education Research Partnership (p. 10670). National Academies Press. https://doi.org/10.17226/10670
• Designing for Productive Adaptations of Curriculum Interventions
  Debarger, A. H., Choppin, J., Beauvineau, Y., & Moorthy, S. (2013). Designing for Productive Adaptations of Curriculum Interventions. Teachers College Record, 115(14), 298–319. https://doi.org/10.1177/016146811311501407
• Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment
  Buxton, C. A., Allexsaht-Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y.-J., & Cohen, A. (2015). Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment. Journal of Research in Science Teaching, 52(4), 489–502. https://doi.org/10.1002/tea.21223
• 2014 AERA Distinguished Lecture: Accelerating How We Learn to Improve
  Bryk, A. S. (2015). 2014 AERA Distinguished Lecture: Accelerating How We Learn to Improve. Educational Researcher, 44(9), 467–477. https://doi.org/10.3102/0013189X15621543
• Institutional Complexity and Policy Implementation: How Underlying Logics Drive Teacher Interpretations of Reform
  Bridwell-Mitchell, E. N., & Sherer, D. G. (2017). Institutional Complexity and Policy Implementation: How Underlying Logics Drive Teacher Interpretations of Reform. Educational Evaluation and Policy Analysis, 39(2), 223–247. https://doi.org/10.3102/0162373716677567
• Design-Based Research Within the Constraints of Practice: AlgebraByExample
  Booth, J. L., Cooper, L. A., Donovan, M. S., Huyghe, A., Koedinger, K. R., & Paré-Blagoev, E. J. (2015). Design-Based Research Within the Constraints of Practice: AlgebraByExample. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 79–100. https://doi.org/10.1080/10824669.2014.986674
• Tying Knots: Participatory Infrastructuring at Work
  Bødker, S., Dindler, C., & Iversen, O. S. (2017). Tying Knots: Participatory Infrastructuring at Work. Computer Supported Cooperative Work (CSCW), 26(1), 245–273. https://doi.org/10.1007/s10606-017-9268-y
• Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning
  Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. Journal of the Learning Sciences, 7(3–4), 271–311. https://doi.org/10.1080/10508406.1998.9672056
• Fostering the Sustainability and Scalability of Curriculum Innovations Through Curriculum Design
  Bakah, M. B. A., Nihuka, K. A., & Anto, A. G. (2019). Fostering the Sustainability of Curriculum Innovations Through Curriculum Design. In J. Pieters, J. Voogt, & N. Pareja Roblin (Eds.), Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer Nature. https://doi.org/10.1007/978-3-030-20062-6
• Research–Practice Partnerships in Education
  Arce-Trigatti, P., Chukhray, I., & López Turley, R. N. (2018). Research–Practice Partnerships in Education. In B. Schneider (Ed.), Handbook of the Sociology of Education in the 21st Century (pp. 561–579). Springer International Publishing. https://doi.org/10.1007/978-3-319-76694-2_25
• Section IV Introduction: Designs, Tools, and Methods of Improvement Research in Education
  Daly, A. J., & Russell, J. L. (2022). Introduction to Section 4: Designs, Tools, and Methods of Improvement Research in Education. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education (p. 375-382). Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
• Section III Introduction: Mapping Improvement Research in Education
  Cannata, M. A. (2022). Introduction to Section 3: Mapping Improvement Research in Education. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education. Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
• Section II Introduction: Contexts of Improvement Research in Education
  Datnow, A., & Peurach, D. J. (2022). Introduction to Section 2: Contexts of Improvement Research in Education. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education. Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
• Section I Introduction: Foundations of Improvement Research in Education
  Eddy-Spicer, D. H., & Penuel, W. R. (2022). Introduction to Section 1: Foundations of Improvement Research in Education. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education. Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
• Conclusion: Building the Field of Improvement Research in Education
  Peurach, D. J., & Cohen-Vogel, L. (2022). Conclusion: Building the Field of Improvement Research in Education. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education (pp. 487-506). Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
• Data-Intensive Improvement: The Intersection of Data Science and Improvement Science
  Krumm, A. E., & Bowers, A. J. (2022). Data-Intensive Improvement: The Intersection of Data Science and Improvement Science. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education (pp. 465-483). Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education