2219 items

• The Innovation Journey
  Ven, A. H. V. de, Polley, D., Garud, R., & Venkataraman, S. (2008). The Innovation Journey. Oxford University Press.
• Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings
  Brown, A. L. (1992). Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings. Journal of the Learning Sciences, 2(2), 141–178. https://doi.org/10.1207/s15327809jls0202_2
• Toward a Design Science of Education
  Collins, A. (1992). Toward a Design Science of Education. In E. Scanlon & T. O’Shea (Eds.), New Directions in Educational Technology (pp. 15–22). Springer. https://doi.org/10.1007/978-3-642-77750-9_2
• Improving Educational Research: Toward a More Useful, More Influential, and Better-Funded Enterprise
  Burkhardt, H., & Schoenfeld, A. H. (2003). Improving Educational Research:Toward a More Useful, More Influential, and Better-Funded Enterprise. Educational Researcher, 32(9), 3–14. https://doi.org/10.3102/0013189X032009003
• How People Learn: Bridging Research and Practice
  Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (1999). How People Learn: Bridging Research and Practice. National Academies Press.
• Learning Sciences and Policy Design and Implementation: Key Concepts and Tools for Collaborative Engagement
  Penuel, W. R., & Spillane, J. P. (2014). Learning Sciences and Policy Design and Implementation: Key Concepts and Tools for Collaborative Engagement. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2nd ed., pp. 649–667). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.039
• 2014 Wallace Foundation Distinguished Lecture: Rigor and Realism: Doing Educational Science in the Real World
  Snow, C. E. (2015). 2014 Wallace Foundation Distinguished Lecture: Rigor and Realism: Doing Educational Science in the Real World. Educational Researcher, 44(9), 460–466. https://doi.org/10.3102/0013189X15619166
• Knowledge and Teaching: Foundations of the New Reform
  Shulman, L. (2011). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
• Every Student Succeeds Act of 2015
  Every Student Succeeds Act of 2015, Pub. L. No. 114–95 (2015). https://www.congress.gov/bill/114th-congress/senate-bill/1177
• Improving: Joining Improvement Science to Networked Communities [AERA Distinguished Lecture]
  
  Bryk, A. S. (2014, April 6). Improving: Joining Improvement Science to Networked Communities [AERA Distinguished Lecture]. American Educational Research Association Conference. Philadelphia: American Educational Research Association (AERA). https://www.aera.net/Events-Meetings/Annual-Meeting/2014-Annual-Meeting-Details/2014-Annual-Meeting-Key-Sessions
• Large-Scale, Network-Based Educational Improvement Initiatives
  
  Supovitz, J., & Peurach, D. J. (2017, January 27). Large-Scale, Network-Based Educational Improvement Initiatives [Audio Podcast]. Research Minutes: Educational Research & Policy Podcast. Consortium for Policy Research in Education (CPRE). https://www.researchminutes.org/episode/large-scale-network-based-educational-improvement-initiatives/
• Research + Practice Collaboratory
  
  Research + Practice Collaboratory. (n. d.). Retrieved May 1, 2022 from http://researchandpractice.org/
• Developing Supports for Conversations About Teaching: Negotiating Problems of Practice in Researcher-Practitioner Collaborations
  Gomez Zaccarelli, F. S. (2015). Developing Supports for Conversations About Teaching: Negotiating Problems of Practice in Researcher-Practitioner Collaborations [Ph.D., University of Michigan]. https://www.proquest.com/docview/1791473053
• Middle-school Mathematics and the Institutional Setting of Teaching (MIST) Project
  
  Middle-school Mathematics and the Institutional Setting of Teaching (MIST) Project. (n. d.). Retrieved May 1, 2022 from https://peabody.vanderbilt.edu/departments/tl/teaching_and_learning_research/mist/
• Just Schools: Building Equitable Collaborations with Families and Communities
  Ishimaru, A. M. (2019). Just Schools: Building Equitable Collaborations with Families and Communities. Teachers College Press.
• Research-Practice Partnerships for School Improvement: The Learning Schools Model
  Lai, M. K., McNaughton, S., Jesson, R., & Wilson, A. (2020). Research-Practice Partnerships for School Improvement: The Learning Schools Model. Emerald Group Publishing.
• William T. Grant Foundation
  
  William T. Grant Foundation. (n.d.). Retrieved December 24, 2021, from https://rpp.wtgrantfoundation.org/
• Connecting Research and Practice for Educational Improvement: Ethical and Equitable Approaches
  Bevan, B., & Penuel, W. R. (2017). Connecting Research and Practice for Educational Improvement: Ethical and Equitable Approaches. Routledge.
• Relationships of Knowledge and Practice: Teacher Learning in Communities
  Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of Knowledge and Practice: Teacher Learning in Communities. Review of Research in Education, 24, 249–305. https://doi.org/10.2307/1167272
• The Improvement Guide: A Practical Approach to Enhancing Organizational Performance
  Langley, G. J., Moen, R. D., Nolan, K. M., Nolan, T. W., Norman, C. L., & Provost, L. P. (2009). The Improvement Guide: A Practical Approach to Enhancing Organizational Performance. John Wiley & Sons.
• Improvement in Action: Advancing Quality in America's Schools
  Bryk, A. S. (2021). Improvement in Action: Advancing Quality in America’s Schools. Harvard Education Press.
• Carnegie Foundation for the Advancement of Teaching
  
  Carnegie Foundation for the Advancement of Teaching. (n.d.). Retrieved December 24, 2021, from https://www.carnegiefoundation.org/
• Connecting Professional Learning: Leading Effective Collaborative Enquiry Across Teaching School Alliances
  Harris, A., & Jones, M. (2012). Connecting Professional Learning: Leading Effective Collaborative Enquiry Across Teaching School Alliances. National College for School Leadership.
• Education Endowment Foundation (EEF)
  
• Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students
  Mirra, N., Garcia, A., & Morrell, E. (2015). Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students. Routledge.
• Equity and Improvement: Engaging Communities in Educational Research
  Asaah, D., Thakurta, A., Ghiso, M. P., & Campano, G. (2020). Equity and Improvement: Engaging Communities in Educational Research. Oxford Bibliographies. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0253
• Mentoring in Research-Practice Partnerships: Toward Democratizing Expertise
  Ghiso, M. P., Campano, G., Schwab, E. R., Asaah, D., & Rusoja, A. (2019). Mentoring in Research-Practice Partnerships: Toward Democratizing Expertise. AERA Open, 5(4), 2332858419879448. https://doi.org/10.1177/2332858419879448
• Ethical and Professional Norms in Community-Based Research
  Campano, G., Ghiso, M. P., & Welch, B. (2015). Ethical and Professional Norms in Community-Based Research. Harvard Educational Review, 85(1), 29–49. https://doi.org/10.17763/haer.85.1.a34748522021115m
• Families in the Driver’s Seat: Catalyzing Familial Transformative Agency for Equitable Collaboration
  Ishimaru, A., Lott II, J., Torres, K., & O’Reilly-Diaz, K. (2019). Families in the Driver’s Seat: Catalyzing Familial Transformative Agency for Equitable Collaboration. Teachers College Record, 121(11), 1–39.
• Disrupting Racialized Institutional Scripts: Toward Parent–Teacher Transformative Agency for Educational Justice
  Ishimaru, A. M., & Takahashi, S. (2017). Disrupting Racialized Institutional Scripts: Toward Parent–Teacher Transformative Agency for Educational Justice. Peabody Journal of Education, 92(3), 343–362. https://doi.org/10.1080/0161956X.2017.1324660
• Co-designing Justice and Well-Being with/in Systems and Conclusions
  Ishimaru, A. M. (2020). Co-designing Justice and Well-Being with/in Systems and Conclusions. In Just Schools: Building Equitable Collaborations with Families and Communities. Teachers College Press.
• Lesson Study as a Human Science
  Lewis, C. C., Akita, K., & Sato, M. (2010). Lesson Study as a Human Science. Teachers College Record, 112(13), 222–237. https://doi.org/10.1177/016146811011201315
• The Lesson Study Group
  
  The Lesson Study Group. (n.d.). The Lesson Study Group. Retrieved December 24, 2021, from https://lessonresearch.net/
• How Do Japanese Teachers Improve their Instruction?: Synergies of Lesson Study at the School, District and National Levels
  Lewis, C. C. (2013). How Do Japanese Teachers Improve their Instruction?: Synergies of Lesson Study at the School, District and National Levels [Commissioned Paper]. National Academy of Sciences, National Research Council Board on Science Education. Retrieved December 24, 2021, from https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_084385.pdf
• Building Demand for Research Through Lesson Study
  Coburn, C. E., Stein, M. K., Baxter, J., D’Amico, L., Datnow, A., Engle, R., Honig, M., Ikemoto, G., Lewis, C., Park, V., Perry, R., Rosen, L., & Stokes, L. (2010). Building Demand for Research Through Lesson Study. In C. E. Coburn, & M. K. Stein (Eds.) Research and Practice in Education: Building Alliances, Bridging the Divide. Rowman & Littlefield Publishers.
• Evidence-Informed Teaching: An Evaluation of Progress in England
  Coldwell, M., Greaney, T., Higgins, S., Brown, C., Maxwell, B., Stiell, B., Stoll, L., Willis, B., & Burns, H. (2017). Evidence-Informed Teaching: An Evaluation of Progress in England. Research Report July 2017 (DFE-RR-696; pp. 1–75). Department of Education. https://www.gov.uk/government/publications/evidence-informed-teaching-evaluation-of-progress-in-england
• The Evidence-Informed School System in England: Where Should School Leaders Be Focusing Their Efforts?
  Brown, C., & Greany, T. (2018). The Evidence-Informed School System in England: Where Should School Leaders Be Focusing Their Efforts? Leadership and Policy in Schools, 17(1), 115–137. https://doi.org/10.1080/15700763.2016.1270330
• Evidence-Informed Innovation in Schools: Aligning Collaborative Research and Development With High Quality Professional Learning for Teachers
  Greany, T., & Maxwell, B. (2017). Evidence-Informed Innovation in Schools: Aligning Collaborative Research and Development With High Quality Professional Learning for Teachers. International Journal of Innovation in Education, 4(2–3), 147–170. https://doi.org/10.1504/IJIIE.2017.088095
• Personalization for Academic and Social Emotional Learning (PASL) Toolkit
  What is PASL? (n.d.). Vanderbilt University. Retrieved December 24, 2021, from https://my.vanderbilt.edu/pasltoolkit/
• Reflections on Launching a Networked Improvement Community with Computer Science Educators
  Fletcher, C. L., Torbey, R., Childs, J., & Zarch, R. (2020). Reflections on Launching a Networked Improvement Community with Computer Science Educators. 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), 1, 1–4. https://doi.org/10.1109/RESPECT49803.2020.9272443
• Critical Perspectives on Educational Innovation and Improvement Science
  
  Jabbar, H., & Childs, J. (2020). Critical Perspectives on Educational Innovation and Improvement Science. In H. Jabbar & J. Childs, Education. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0243
• Research Synthesis Infrastructures: Shaping Knowledge in Education
  Hammond, J. W., Moss, P. A., Huynh, M. Q., & Lagoze, C. (2020). Research Synthesis Infrastructures: Shaping Knowledge in Education. Review of Research in Education, 44(1), 1–35. https://doi.org/10.3102/0091732X20907350
• Platformed Knowledge Brokerage in Education: Power and Possibilities
  Lawlor, J. A., Hammond, J. W., Lagoze, C., Huynh, M., & Moss, P. (2021). Platformed Knowledge Brokerage in Education: Power and Possibilities. In M. S. Weber & I. Yanovitzky (Eds.), Networks, Knowledge Brokers, and the Public Policymaking Process (pp. 315–350). Springer International Publishing. https://doi.org/10.1007/978-3-030-78755-4_12
• Topic Modeling and Bibliometric Network Analysis to Explore the Structure and Content of Improvement Research in Education
  Lawlor, J. A., Lagoze, C., Huynh, M. Q., Moss, P. A., Peurach, D. J., & Hammond, J. W. (2021, July 9). Topic Modeling and Bibliometric Network Analysis to Explore the Structure and Content of Improvement Research in Education. Networks 2021.
• Design Research in Education: A Practical Guide for Early Career Researchers
  Bakker, A. (2018). Design Research in Education: A Practical Guide for Early Career Researchers. First edition. Routledge.
• Evidence-Based Decision Making in School District Central Offices: Toward a Policy and Research Agenda
  Honig, M. I., & Coburn, C. (2008). Evidence-Based Decision Making in School District Central Offices: Toward a Policy and Research Agenda. Educational Policy, 22(4), 578–608. https://doi.org/10.1177/0895904807307067
• Evidence, Interpretation, and Persuasion: Instructional Decision Making at the District Central Office
  Coburn, C. E., Toure, J., & Yamashita, M. (2009). Evidence, Interpretation, and Persuasion: Instructional Decision Making at the District Central Office. Teachers College Record, 111(4), 1115–1161.
• Supporting Sustainability: Teachers’ Advice Networks and Ambitious Instructional Reform
  Coburn, C. E., Russell, J. L., Kaufman, J. H., & Stein, M. K. (2012). Supporting Sustainability: Teachers’ Advice Networks and Ambitious Instructional Reform. American Journal of Education, 119(1), 137–182. https://doi.org/10.1086/667699
• The Embeddedness of Teachers’ Social Networks: Evidence from a Study of Mathematics Reform
  Cobb, P., & Jackson, K. (2021). An Empirically Grounded System of Supports for Improving the Quality of Mathematics Teaching on a Large Scale. Implementation and Replication Studies in Mathematics Education, 1(1), 77–110. https://doi.org/10.1163/26670127-01010004
• Assessing Research-Practice Partnerships: Five Dimensions of Effectiveness
  Henrick, E. C., Cobb, P., Penuel, W. R., Jackson, K., & Clark, T. (2017). Assessing Research-Practice Partnerships: Five Dimensions of Effectiveness. William T Grant Foundation. https://eric.ed.gov/?id=ED610463